School Improvement Plan

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School Improvement Plan 2021-2022

Ben Reifel Middle School

Sioux Falls SD, 57103

http://www.sf.k12.sd.us/ben-reifel/home

Shane Hieronimus, Principal

Rebecca Vandrongelen, Assistant Principal

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School Narrative - School Overview

Bison Motto:For the Strength of the herd is the BISON and the strength of the bison is the HERD.

Ben Reifel Middle School will be in its inaugural year. Ben Reifel Middle School is committed to providing a nurturing climate in which our students, parents, faculty, and staff feel safe, supported, and part of the “Ben Reifel Family.” The “Ben Reifel Family” is composed of students, parents, faculty, staff, mentors, and the community. We want to create a sense of belonging for all of our stakeholders, especially our students. It is important to recognize that it takes every member of the Ben Reifel Family to help

every one of our 972 students to be successful academically, socially, and emotionally. The Ben Reifel Family is committed to fostering every student’s unique learning style, interests, and dreams by addressing each student’s social, emotional, and academic needs.

The student population consists of 972 students that are represented within our neighborhood students encompassing an EL/Immersion and RISE program. Our demographics are evident in our socio-economics, mobility rates, and in race. The diversity in our building is celebrated and embraced and is seen as an asset for our building and students. Our building’s population is composed of: special education programming being 17% of the student population, EL/Immersion programming 11% of the student population and Ben Reifel’s free and reduced rate is 43% of our student population.

Our mission statement, “Within the Ben Reifel family circle, we foster growth of our academic, social, and emotional skills to positively impact our lives and the community beyond our walls,” supports our BISON WAY. The BISON WAY is a set of core values that represent the values of the Ben Reifel Family.

The BISON WAY are the key values we want all our students to take with them on their educational journey when they leave Ben Reifel Middle School.

The BISON WAY is intended for our staff and students as a guiding force when decisions are made for our Ben Reifel Family.

Unity Excellence

● Build genuine relationships

● Ensure people feel welcomed and valued

● Create connections

● Champion for everyone

● Actively participate

● Value our school

● Bring your best self

● Honor and value each individual

● Models grit

● Empowers students to be leaders

Empathy Integrity

● Participate in community outreach

● Demonstrate selflessness and generosity

● Promote kindness, acceptance and inclusion

● Take ownership of decisions,actions, successes and failures

● Make positive choices that represent the Ben Reifel Community

Our staff and students are dedicated to the belief that our value of excellence is achieved when everyone works together collectively for a shared, meaningful purpose; the academic and social-emotional well-being of every student. No single member of the Ben Reifel Family can be as strong or accomplish as much, as a HERD, that collaborates and supports each other.For the Strength of the herd is the BISON and the strength of the bison is the HERD.

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SD Report Card - School Results

Student Performance Student Progress EL Progress School Environment

School Year ELA Multi Year Prof. Rate

Math Multi Year Prof. Rate

Science Student Prof. Rate

ELA Student Progress Rate

Math Student Progress Rate

% of Students on Track

% of Students Exited

Attendance Rate

Chronic Absenteeism Rate

2017-18 NA* NA* NA* NA* NA* NA* NA* NA* NA*

Student Performance - District and School Results

2017-18 2018-19 2019-20 2020-21

District School District School District School District School 6th Graders on Track

for Success

% of 6th grade students proficient in ELA NA NA NA NA NA NA

% of 6th grade students proficient in math NA NA NA NA NA NA

7th Graders on Track for Success

Attendance % of students chronically absent (K-8 measure) NA NA NA NA NA NA

EL % of students on track (K-12 measure) NA NA NA NA NA NA

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Data Narrative - Areas of Improvement

A data analysis was completed for our student population based on 2020 MAP scores. Our students are showing growth when analyzing the percent of students who met their MAP growth goals from fall 2020 to winter 2020 MAP assessment data. Fifty-four percent of 6^thgraders met their growth goals in reading, while 63.6% met their goal in math and 51.3% in language usage. MAP data for 7^thgraders shows that 52% met their reading growth goal, 48% met their math growth goal, and 52% in their language usage growth goal. Forty-two percent of 8^thgrade students met their reading growth goal, 55% met their math growth goal and 48% met their language usage growth goal. However, to address students who are significantly behind academically, students will need to meet “stretch goals'' to close the gaps in their academics and move them towards

proficiency.

When evaluating data, it is clear that targeting students below the 50%ile will move our overall building growth as well as our subgroups. Our subgroups have a high percentage of students below the 50%ile

.

In order to address this need, the Ben Reifel Staff will focus on designing a multi-tiered system of support. This system will include both academic and behavior interventions. The Ben Reifel staff will focus on the Professional Learning Community (PLC) model by implementing backwards design assessment mapping and analyzing data in their job-alike PLCs. The four questions of the PLC will guide team collaboration. Student progress will be monitored through formative assessment results and MAP assessment data. Student goal setting will be used to engage students in the assessment process with special emphasis on students below the 50%ile and subgroups. Staff will also focus on student engagement and participation in the school community, knowing that research shows that student engagement and participation support student academic achievement.

6th Grade BRMS % at/above 50%ile based

on Winter Scores % that met Growth Goal FA- WI

MAP Language Reading Math Language Reading Math

District- 2021 6th graders 50% 56.2% 44.5% 44% 42% 44%

BRMS - incoming 6th graders 54.6% 61.5% 52.6% 51.3% 54% 63.6%

Asian 66.7% 71.4% 71.4% 42% 20% 100%

Black 28.3% 38.6% 30.3% 69% 65% 76%

Hispanic 39.2% 61.3% 35.5% 60% 50% 54%

Native American 22.2% 38.5% 33.3% 38% 63% 38%

TR 67% 51.6% 51.6% 56% 48% 67%

White 66.8% 71.6% 63.1% 62% 54% 68%

SpEd 28.3% 29.85% 26.1% 62% 57% 58%

EL 8% 12.5% 14.6% 82% 67% 55%

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7th Grade BRMS % at/above 50%ile based on Winter Scores

% that met Growth Goal FA- WI

District - 2021 7th graders 51.4% 56.6% 50.7% 46% 41% 47%

BRMS incoming 7th graders 59.2% 61.4% 66.6% 51.9% 52.4% 48.5%

Asian 33.3% 33.3% 63.6% 37% 25% 22%

Black 35.9% 41.0% 43.1% 56% 58% 28%

Hispanic 48.4% 40.6% 48.5% 33% 46% 48%

Native American 14.3% 42.8% 28.5% 43% 50% 67%

TR 63.6% 56% 54.2% 45% 43% 50%

White 69.8% 70.1% 71.3% 50% 57% 56%

SpEd 22.2% 21.3% 48.1% 53% 47% 29%

EL 14.8% 14.8% 10.3% 71% 40% 17%

8thGrade BRMS % at/above 50%ile based on Winter Scores

% that met Growth Goal FA- WI

District - 2021 8th graders 56.1% 59.5% 56.4% 51% 46% 53%

BRMS incoming 8th graders 66.1% 65.2% 51.3% 48.5% 41.6% 55.3%

Asian 60% 50% 60% 43% 62% 38%

Black 48% 39.2% 25% 43% 37% 76%

Hispanic 47% 40% 19.4% 43% 61% 42%

Native American 36.4% 27.3% 36.4% 50% 0% 50%

TR 64.7% 76.5% 44.4% 16% 38% 64%

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White 80.1% 81.4% 67.5% 51% 33% 60%

SpEd 63% 30.7% 22.6% 20% 10% 55%

EL 7.5% 12.5% 5% 21% 11% 43%

Achievement Norm Fall Achievement Norm Winter

SFSD 1 Week of Instruction Language

BRMS Language

SFSD 1 Week of Instruction Reading

BRMS Reading

SFSD 1 Week of Instruction Math

BRMS Math

SFSD 16 Weeks

of Instruction

Language

BRMS Language

of Instruction

Reading

BRMS Reading

of Instruction

Math

BRMS Math

6th

Grade 208.6 200.1 209.3 201.9 213.8 203.8 212.1 203.2 213.1 206.0 218.4 209.89

7th

Grade 212.0 208.7 213.5 210.6 219.5 211.8 214.7 210.4 216.05 212.8 223.1 215.74

8th Grade

215.0 210.7 217.4 213.8 224.3 217.62 217.3 211.9 220.0 214.8 227.4 220.46

Growth Norms Fall to Winter for BRMS Students Compared to National Average National

Avg. based on 16 weeks of Instruction

BRMS

Language National Avg. based

on 16 weeks of Instruction

BRMS

Reading National Avg. based

on 16 weeks of Instruction

BRMS Math

6th Grade 3.5 3.23 3.8 4.14 4.6 6.03

7th Grade 2.7 1.66 2.55 2.14 3.6 3.89

8th Grade 2.3 1.21 2.6 .94 3.1 2.86

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Action Plan PDSA Objective: Description of the Goal(s)

Increase the academic proficiency of all students in math by developing a culturally and academically responsive staff and by developing students academic, social, and emotional skills.

What is the intended outcome? What are the indicators of success?

By May 2022, our current reality of 55.7% math proficiency at or above the 50%ile on the MAP math assessment at Ben Reifel Middle School, will increase by the spring of 2022.

● Sub Summative Goal: By May 2022, the current reality of the grade level percentage of students at or above the 50%ile on the MAP math assessment, will increase by the spring of 2022.

○ 6th grade: current reality of 52.6%

● Sub Summative Goal: By May 2022, the current reality of 32.2% for Black students scoring at or above the 50%ile on the MAP math assessment, will increase by the spring of 2022.

○ 8th grade: current reality of 25%

● Sub Summative Goal: By May 2022, the current reality of 31.7% for Hispanic students scoring at or above the 50%ile on the MAP math assessment, will increase by the spring of 2022.

● Sub Summative Goal: By May 2022, the current reality of 29% for Native American students scoring at or above the 50%ile on the MAP math assessment, will increase by the spring of 2022.

● All students at a 3 or 4 (“at standard” or “exceeds standard”) on all formative assessments – given 1 -2 times per week. Common Formative assessments given as a job-alike group at a minimum of 1 every 2 weeks.

● Summative assessments at the end of each unit (every 3-5 weeks).

● NWEA MAP assessment scores in the fall, winter and spring.

○ The overall building math proficiency at or above the 50%ile will increase by January 2022 and after the winter MAP

assessment.

○ The overall grade level math proficiency at or above the 50tile will increase by January 2022 and after the winter MAP assessment.

○ The overall building math proficiency at or above the 50%ile will increase by May 2022 and after the spring MAP assessment.

○ The overall grade level math proficiency at or above the 50%ile will increase by May 2022 and after the Spring MAP

Assessment.

● SD Math Assessment

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● Sub Summative Goal: By May 2022, the current reality of 33.3% for students on an IEP scoring at or above the 50%ile on the MAP math assessment, will increase by the spring of 2022.

● Sub Summative Goal: By May 2022, the current reality of 10% for English Learners students scoring at or above the 50%ile on the MAP math assessment at Ben Reifel Middle School, will increase by the spring of 2022.

PLAN

Tasks for Implementation Target Dates

Instructional Cycle:

All 6^th, 7^thand 8^thgrade math teachers will go through instructional cycle training at District in-service.

All 6^th, 7^thand 8^thgrade math teachers will engage in collaborative Instructional Cycles to target student success on identified learning targets that are

benchmarks of the District Priority Standards.

Instructional coach and admin will work with staff on the Instructional Modeling.

● August 24th, 2021

● Staff will be able to identify students who are/are not proficient on the benchmark learning targets of the District Priority Standards and then provide tier II interventions during intervention time and Directed Studies and enrichment activities during enrichment and Directed Studies. (PLC Model - What will we do when they don’t learn? What will we do when they do learn?)

● Staff will be paid for one hour during October and/or November 2021.

● Revisit instructional model during staff meetings during January and February staff meetings.

All 6^th, 7^thand 8^thgrade math teachers will review their entire set of priority standards and learning target subsets (with scales of success criteria).

Teachers will participate in Kagan Training. ● August 17th and 18th, 2021

● Monthly staff meetings: a selected staff member will model one structure from the Kagan Model.

● Administration will monitor staff implementation during evaluations and

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drop ins.

Staff will teach students how to track their learning from the target level to the standard level for each priority standard within the 6^th, 7^thand 8^thgrade math curriculum.

● August 2021 - Staff Training

● Staff teach students - September 2021

● Review Staff Training - January 2022 Staff Meeting

● Staff will monitor student development and the admin will check in with staff regarding students tracking their learning.

○ Admin will meet with all math teachers once/month during the last week of the month.

Teachers will meet in their job-alike collaboration groups to work through the process of tracking student progress on learning targets to assure that students are ready to engage in summative assessments at the end of each unit.

● Staff will be able to identify students who are and are not progressing on the weekly/unit learning targets and then provide tier II interventions during intervention time and Directed Studies and enrichment activities during enrichment and Directed Studies. (PLC Model -What do we want all students to know and be able to do?

How will we know if they learn it?What will we do when they don’t learn? What will we do when they do learn?)

● Twice weekly

All 6^th, 7^thand 8^thgrade teachers will attend the math district curriculum meeting and practice calibrating their scoring of open-ended response items from summative assessments.

● October 6th, 2021

● March 16th, 2022

All 6^th, 7^thand 8^thgrade math teachers will meet weekly in a job-alike

collaboration team to choose learning targets that are “hard to teach” and “hard to learn” to put through the Instructional cycle.

These meetings will include all states of the cycle: choosing target, writing the Common Formative Assessment (CFA), instruction, collecting CFA data, sharing data from the CFA in job-alike groups, looking at student work samples, planning interventions for students who did not master the content, planning enrichment for the students who mastered the content, and planning for reassessment. A document similar to THISwill guide the process.

● Each 6^th, 7^thand 8^thgrade job-alike will go through at least one instructional cycle every 2 weeks as a collaborative group. Teachers will follow the instructional cycle for each target within the SFSD priority standards related to their current unit of instruction as an individual.

● Administration will meet with job-alikes to evaluate student growth once per quarter.

○ Admin will meet with all core teachers once/month during the last week of the month.

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All 6^th, 7^thand 8^thgrade students will participate in the SFSD District MS Math Summative Assessments. These assessments are tied to priority standards.

These assessments are built in Performance Matters and disaggregated data can be pulled by standard and by demographic group.

● Teachers will give these assessments at the end of each unit (one every 3-5 weeks) and will meet as a job-alike group within one week of giving the assessment to look at item analysis. Interventions will be planned for standards that are not mastered by students.

● Administration will meet with Job-Alikes to evaluate student growth during their PLC meetings once per quarter.

○ 1st Quarter:

■ Week of September 27th

○ 2nd Quarter:

■ Week of December 13th

○ 3rd Quarter:

■ Week of March 7th

○ 4th Quarter:

■ Week of May 2nd

Team leaders will meet in August 2021 for a full day training. The focus will be on the School Improvement Plan, Professional Development and goals for the 21-22 school year.

PLC Committee Book Study: Taking Action: A Handbook for RTI at Work professional development committee monthly meetings. PLC Professional Development brought to the entire staff from the committee.

● Monthly PLC Committee Meetings before school from 7:50 - 8:40 am

● Monthly staff meetings throughout the school year. PLC committee and admin will bring strategies from the book to the entire staff.

● Administration will monitor strategies throughout drop-ins and observations.

NWEA MAP Growth Goal Setting

Train PRO Time teachers to conference with PRO Time students to set NWEA MAP math growth goals and stretch goals.

● September and October 2021 staff meeting

● Review staff training: January 2022 staff meeting

Teachers will evaluate individual student and team NWEA MAP math data to determine progress and appropriate intervening/enriching services.

● Administration will meet with teams during team collaboration one week after fall, winter and spring MAP assessments to discuss student progress, especially those students scoring below the 50%ile, to discuss strategies that the teams will use to address student growth.

○ Fall MAP Assessment: Week of September 20th

○ Winter MAP Assessment: Week of January 3rd

○ Spring MAP Assessment: Week of May 16th

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All 6^th, 7^thand 8^thgrade students will participate in the MAP math assessment 3 times per year. Results will be analyzed and compared to results of summative assessments.

● Teachers will meet in job-alike groups within one week of the

assessment window closing to identify the skills/targets where students underperformed and those will be the targets in upcoming units that will need to be put through the instructional cycles.

Learning targets and success criteria for each learning target within each priority standard in 6^th, 7^thand 8^thgrade math classes will be visible and explicit within daily instruction.

Students will be able to track their learning from the target level to the standard level for each priority standard within the 6^th, 7^thand 8^thgrade math curriculum.

Students will be able to map their successes tied to each standard from their daily formative assessments, to the unit summative assessments, to their NWEA MAP assessments to their SD Math Assessment.

● At the end of each Common Formative Assessment and Common Summative Assessment, students will be able to explain their learning from the target level for each priority standard using the

Standards/Targets Student Log for each of the content areas.

○ Daily, weekly, and monthly evaluations throughout the Instructional Cycle.

● After the Fall (Sept 2021) and Winter (Dec 2021) NWEA MAP Assessment, students will be able to explain how their successes are tied to each standard from their daily formative assessments, to the unit summative assessments, to their NWEA MAP assessments and to their SD Math Assessment.

○ PRO Time teachers will conference with students in September and January and use the Standards/Targets Student Log to evaluate student performance on NWEA MAP and design pathways to improvement through goal setting.

DO Documentation of Implementation:

●

STUDY

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Summary of the Implementation and Outcomes:

ACT Describe the next steps of the implementation based on the outcomes of this cycle:

Action Plan PDSA Objective: Description of the Goal(s)

Increase the academic proficiency of all students in reading by developing a culturally and academically responsive staff and by developing students academic, social, and emotional skills.

What is the intended outcome? What are the indicators of success?

By May 2022, our current reality of 62.6% reading proficiency at or above the 50%ile at Ben Reifel Middle School, will increase by the spring of 2022.

● Sub Summative Goal: By May 2022, the current reality of the grade level percentage of students at or above the 50%ile on the MAP reading assessment, will increase by the spring of 2021

● Sub Summative Goal: By May 2022, the current reality of 25.8% for Black students scoring at or above the 50%ile on the MAP reading assessment, will increase by the spring of 2022.

● Summative assessments at the end of each unit (once per quarter).

○ The overall building reading proficiency at or above the 50%ile will increase by January 2022 and after the winter MAP assessment.

○ The overall grade level reading proficiency at or above the 50%ile will increase by January 2022 and after the Winter MAP Assessment.

○ The overall building reading proficiency at or above the 50%ile

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● Sub Summative Goal: By May 2022, the current reality of 47.3% for Hispanic students scoring at or above the 50%ile on the MAP reading assessment, will increase by the spring of 2022.

● Sub Summative Goal: By May 2022, the current reality of 35.5% for Native American students scoring at or above the 50%ile on the MAP reading assessment, will increase by the spring of 2022.

● Sub Summative Goal: By May 2022, the current reality of 27.5% for students on an IEP scoring at or above the 50%ile on the MAP reading assessment, will increase by the spring of 2022.

○ 6th grade: current reality of 29.9%%

● Sub Summative Goal: By May 2022, the current reality of 13.1% for English Learners students scoring at or above the 50%ile on the MAP reading assessment at Ben Reifel Middle School, will increase by the spring of 2022.

will increase by May 2022 and after the spring MAP Assessment.

○ The overall grade level reading proficiency at or above the 50%ile will increase by May 2022 and after the spring MAP Assessment.

● Students meeting their NWEA MAP growth goal and stretch goal will increase from fall 2021 to weinter 2021 to spring 2022.

● SD Math Assessment (each spring).

PLAN

Tasks for Implementation Target Dates

Instructional Cycle:

All 6^th, 7^thand 8^thgrade ELA/SC/SS teachers will go throughinstructional cycle training at District Inservice.

● Staff will be able to identify students who are/are not proficient on the

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All 6^th, 7^thand 8^thgrade ELA/SC/SS teachers will engage in collaborative instructional cycles to target student success on identified learning targets that are benchmarks of the District priority standards.

Instructional coach and administrators will work with staff on instructional modeling.

benchmark learning targets of the District priority standards and then provide tier II interventions during intervention time and Directed Studies and enrichment activities during enrichment and Directed Studies. (PLC Model - What will we do when they don’t learn? What will we do when they do learn?)

● Staff will be paid for one hour during October and/or November 2021.

● Revisit instructional model during staff meetings during January and February staff meetings.

All 6^th, 7^thand 8^thgrade ELA/SC/SS teachers will review their entire set of priority standards and learning target subsets (with scales of success criteria).

Teachers will participate in Kagan Training. ● August 17th and 18th, 2021

● Monthly staff meetings: a selected staff member will model one structure from the Kagan Model.

● Administration will monitor staff implementation during evaluations and drop ins.

Staff will teach students how to track their learning from the target level to the standard level for each priority standard within the 6^th, 7^thand 8^thgrade ELA/SC/SS curriculum.

● August 2021 - Staff Training

● Staff teach students - September 2021

● Review staff training - January 2022 Staff Meeting

● Staff will monitor student development and the admin will check in with staff regarding students tracking their learning.

○ Admin will meet with all ELA/SC/SS teachers once/month during the last week of the month.

Teachers will meet two times each week in their job-alike collaboration groups to work through the process of tracking student progress on learning targets to assure that students are ready to engage in summative assessments at the end of each unit.

● Staff will be able to identify students who are and are not progressing on the weekly/unit learning targets and then provide tier II interventions during intervention time and Directed Studies and enrichment activities during enrichment and Directed Studies. (PLC Model - What will we do when they don’t learn? What will we do when they do learn?)

All 6^th, 7^thand 8^thgrade teachers will attend the ELA/SC/SS District curriculum meeting and practice calibrating their scoring of open-ended response items from summative assessments.

● October 6th, 2021

● March 16th, 2022

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All 6^th, 7^thand 8^thgrade ELA/SC/SS teachers will meet weekly in a job-alike collaboration team to choose learning targets that are “hard to teach” and “hard to learn” to put through the instructional cycle.

These meetings will include all states of the cycle: choosing target, writing the Common Formative Assessment, instruction, collecting CFA data, sharing data from the CFA in job-alike groups, looking at student work samples, planning interventions for students who did not master the content, planning enrichment for the students who mastered the content, and planning for reassessment. A document similar toTHISwill guide the process.

● Each 6^th, 7^thand 8^thgrade job-alike will go through at least one instructional cycle every 2 weeks as a collaborative group. Teachers will follow the instructional cycle for each target within the SFSD priority standards related to their current unit of instruction as an individual.

● Administration will meet with job-alikes to evaluate student growth during their PLC meetings once per quarter.

○ Admin will meet with all core teachers once/month during the last week of the month.

All 6^th, 7^thand 8^thgrade students will participate in the SFSD District MS ELA/SC/SS summative assessments. These assessments are tied to priority standards. These assessments are built in Performance Matters and

disaggregated data can be pulled by standard and by demographic group.

● Administration will meet with job-alikes to evaluate student growth during their PLC meetings once per quarter.

○ 1st Quarter:

■ ELA - Week of September 20th

■ Science - Week of October 4th

■ Social Studies - Week of October 18th

○ 2nd Quarter:

■ ELA - Week of Week of January 3rd

■ Science - Week of December 6th

■ Social Studies - Week of November 29th

○ 3rd Quarter:

■ ELA - Week of March 14th

■ Science - Week of February 28th

■ Social Studies - Week of February 14th

○ 4th Quarter:

■ ELA - Week of April 25th

■ Science - Week of May 9th

■ Social Studies - Week of May 16th

Team leaders will meet in August 2021 for a full day training. The focus will be on the School Improvement Plan, professional development and goals for the 21-22 school year.

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PLC Committee Book Study: Taking Action: A Handbook for RTI at Work professional development committee monthly meetings. PLC Professional Development brought to the entire staff from the committee.

● Monthly PLC committee meetings before school from 7:50 - 8:40 am

● Monthly Staff Meetings throughout the school year. PLC committee and admin will bring strategies from the book to the entire staff.

● Administration will monitor strategies throughout drop-ins and observations.

Learning targets and success criteria for each learning target within each priority standard in 6^th, 7^thand 8^thgrade ELA/Science/Social Studies classes will be visible and explicit within daily instruction.

Students will be able to track their learning from the target level to the standard level for each priority standard within the 6^th, 7^thand 8^thgrade ELA/Science/Social Studies curriculum.

Students will be able to map their successes tied to each standard from their daily formative assessments, to the unit summative assessments, to their NWEA MAP assessments to their SD Reading Assessment.

● At the end of each Common Formative Assessment and Common Summative Assessment, students will be able to explain their learning from the target level for each priority standard using the

Standards/Targets Student Log for each of the content areas.

○ Daily, weekly, and monthly evaluations throughout the Instructional Cycle.

● After the Fall (Sept 2021) and Winter (Dec 2021) NWEA MAP Assessment, students will be able to explain how their successes are tied to each standard from their daily formative assessments, to the unit summative assessments, to their NWEA MAP assessments and to their SD Reading Assessment.

○ PRO Time teachers will conference with students in September and January and use the Standards/Targets Student Log to evaluate student performance on NWEA MAP and design pathways to improvement through goal setting.

NWEA MAP Growth Goal Setting

Train PRO Time teachers to conference with PRO Time students to set NWEA MAP reading and language usage growth goals and stretch goals.

● September and October 2021 staff meeting

● Review staff training: January 2022 staff meeting

Teachers will evaluate individual student and team NWEA MAP reading and language usage data to determine progress and appropriate

intervening/enriching services.

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All 6^th, 7^thand 8^thgrade students will participate in the MAP reading and language usage assessment 3 times per year. Results will be analyzed and compared to results of summative assessments.

● Teachers will meet in job-alike groups within one week of the

assessment window closing to identify the skills/targets where students underperformed and those will be the targets in upcoming units that will need to be put through the instructional cycles.

● Administration will meet with Teams during team collaboration one week after fall, winter and spring MAP assessments to discuss student progress, especially those students scoring below the 50th%ile, to discuss strategies that the teams will use to address student growth.

DO Documentation of Implementation:

●

STUDY Summary of the Implementation and Outcomes:

ACT Describe the next steps of the implementation based on the outcomes of this cycle:

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School Improvement Plan 2021-2022

George McGovern Middle School

6221 West Maple Street

Sioux Falls SD, 57104

https://www.sf.k12.sd.us/mcgovern/home

Tim Koehler, Principal

Richard Hutchinson, Assistant Principal

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School Narrative - School Overview

George McGovern Middle School is a diverse school that serves the northwest area of Sioux Falls. The students who make up our

student body represent a variety of ethnicities, languages, and socio economic levels. We are privileged to learn from and with each

other in a community that is reflective of the world that we are preparing our students to succeed in.

School Demographics

Economically

Disadvantaged

77%

Black 17%

Hispanic 25%

Native American 9%

White 39%

Asian 2.5%

Multiriacial 7%

Program Enrollment

Ell 21.09% 11 languages

Gifted 3.73%

Sped 22.04%

Homeless 2.2%

A behavior support team was created in the spring and summer of 2019, the behavior support team was created with the primary

purpose of reviewing and recommending a schoolwide approach to school discipline. The team consisted of 14 staff members

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representing each grade level, special education, encore teachers, support staff, clerical and administration. It researched and

reviewed several programs designed to help schools address student behaviors. The team selected Well-Managed Schools (WMS)

as the best fit for GMMS. They presented their work to the GMMS and served as a guiding team for implementing WMS with fidelity.

As the behavior support team was working through this process, questions about our school’s vision, core values and general

direction began to emerge. The team expanded its work and engaged the GMMS community in rumbling with who we are, what we

value, and who we want to become. Three strategic directions along with a plan for addressing each direction was created.

Our vision statement and core values were a product of this team’s work.

Our Vision

At George McGovern Middle School we empower each other to strengthen the community, engage in learning, and pursue our goals

to impact the world.

Our Core Values

● Honor: We demonstrate respect for these people, this time, this place and ourselves

● Courage: We choose strength over comfort when facing challenges.

● Resilience: We stick with it, no matter how difficult, because struggles lead to growth.

● Kindness: We are generous toward each other. We seek first to understand, then to be understood.

Student engagement has been a theme that has bubbled up in various discussions at GMMS as staff review academic and behavior

data, discuss personal experiences from the classroom, and consider observations made during classroom walkthroughs. Our hope

is that an increase in student engagement will correlate directly with an increase in achievement.

Six of our staff members attended Kagan Structures training during the 2019-20 to learn, implement, and provide feedback as to

whether these strategies should be considered for implementation schoolwide. Those who attended believed that training our entire

staff in Kagan Structures would provide a framework for understanding and discussing engagement as well as provide practical tools

for teachers. They also pointed out that Kagan Structures engage all students in speaking or writing about the content, a practice

that fits well with SIOP.

(33)

Kagan Structures is the focus of the middle school professional development for the 2021-2022 school year. Our school

improvement plan is designed to build upon the momentum of this training while also maintaining the focus on current initiatives at

GMMS. The leadership team will design instructional rounds to provide opportunities for teachers to learn from each other as well as

promote school wide implementation of Kagan Structures.

Our best investment in the success of our students at GMMS is in nurturing the “CollectiveTeacher Efficacy” of our team. Collective

Teacher Efficacy refers to a staff's shared belief that they can positively influence student outcomes, even for those who are

disengaged or present challenging obstacles to overcome. John Hattie’s research identifies Collective Teacher Efficacy as the single

greatest influence on student learning.

Cultivating the well being of our teachers will be the linchpin to successfully engaging students in learning. Our professional

development this year will also help teachers bring their best selves to the classroom. The power of completing instructional cycles

lies in an educator’s ability to review data and make instructional decisions based on what they discover. Participation in this process

can evoke a variety of emotions and reactions within teachers and principals. Dare to Lead training for the GMMS team will help us

build on and develop the skills necessary to engage in courageous conversations and build our BRAVING inventory.

BRAVING: Boundaries, Reliability, Accountability, Vault, Integrity, Non-judgement, Generosity.

The SIP team will work to incorporate our core values into the directed studies and PRO time classrooms. Using these core values

and strategies like student conferencing and goal setting, we will make this time more impactful for our students. The team will help

to create strategies and procedures that all staff will utilize during DS & PRO times to increase student connections and engagement

throughout the school.

(34)

SD Report Card - School Results

2017-18 29.0 20.0 50.0 39.0 36.0 25.0 2.0 76.0 31.0

2018-19 23.0 15.0 21.0 38.0 33.0 27.0 2.0 75.0 31.0

2019-20 NA* NA* NA* NA* NA* 16.0 0.0 NA* NA*

Student Performance - District and School Results

2017-18 2018-19 2019-20 2020-21

for Success

% of 6th grade students proficient in ELA 49.3 21.82 48.9 23.6 NA NA

% of 6th grade students proficient in math 39.3 13.10 35.6 11.49 NA NA

Attendance % of students chronically absent (K-8 measure) 17 25 18 27 NA NA

EL % of students on track (K-12 measure) 31 31 46 31 16.7 16

(35)

Data Narrative - Areas of Improvement

GMMS conducted a data analysis for our student population based on 2020-2021 MAP scores. We identified the following as a primary concern after analyzing the percent of students who met their MAP growth goals from fall 2020 to spring 2021: 32% of 6^thgraders met their math growth goals, while 45% met their reading goal. MAP data for 7^thgraders indicated that 43% of students met their math growth goal, while 49% met their reading goal. MAP data for 8^thgraders indicated that 54% met their math growth goal and 45% met their reading goal. When looking at our performance levels, we found that 77% of our 6th grade students are below average in math and 58% are below average in reading. The performance levels for the 7th grade show that 71% are below average in math and 59% are below average in reading. The 8th grade performance levels show that 59% of our students are below average in math and 62% are below average in reading.

When evaluating this data it is clear that we must assist our students in growing beyond their growth goals in an effort to close the gaps in their academics and move them towards proficiency. Student progress will be monitored through formative assessment results and MAP assessment data. Student conferencing will be used to engage students in the assessment process. Staff will also focus on student engagement and

participation in the school community, knowing that research shows that student engagement and participation support student academic achievement.

GMMS SPRING 2021 MAP GROWTH DATA

MATH: # Students Attaining Growth Goal MATH: % Students Attaining Growth Goal

6th 63 6th 32%

7th 91 7th 43%

8th 109 8th 54%

READING: # Students Attaining Growth Goal READING: % Students Attaining Growth Goal

6th 85 6th 45%

7th 94 7th 49%

8th 91 8th 45%

(36)

GMMS SPRING 2021 MAP PERFORMANCE LEVEL DATA

Math: # Students at Performance Level Math: %Students at Performance Level

Lo LoAvg Avg HiAvg Hi Lo LoAvg Avg HiAvg Hi

6th 122 73 32 21 4 6th 48% 29% 13% 8% 4%

7th 117 79 42 28 11 7th 42% 29% 15% 10% 4%

8th 113 45 58 42 8 8th 42% 17% 22% 16% 3%

Reading: # Students at Performance Level Reading: % Students at Performance Level

Lo LoAvg Avg HiAvg Hi Lo LoAvg Avg HiAvg Hi

6th 98 41 51 36 11 6th 41% 17% 22% 15% 5%

7th 105 53 54 38 17 7th 39% 20% 20% 14% 6%

8th 99 63 33 35 18 8th 38% 24% 19% 13% 7%

(37)

Action Plan

PDSA Objective: Description of the Goal(s)

Increase the academic proficiency by accelerating the growth of all students in math through a culturally and academically responsive staff.

What is the intended outcome? What are the indicators of success?

By the spring of 2022, we plan to increase the percentage of students

who meet or exceed their growth goal in math as determined by the MAP

math assessment.

2021 current reality of percentage of students who have met their growth goal:

6th Grade: 32%

7th Grade:43%

8th Grade:54%

Each grade level CGI will increase to a positive number.

Grade level CGI for Spring 2021:

6th Grade:

-1.35

7th Grade:

-.42

8th Grade:

-.14

● SD Math Assessment

PLAN

Tasks for Implementation Target Dates

All GMMS staff will attend Dare to Lead professional development ● Full staff in-service on 11-5-21 and 4-1-22

● Each team will have an additional meeting once per quarter

All 6^th, 7^thand 8^thgrade math teachers will go through Instructional Cycle training at District In-service.

(38)

All 6^th, 7^thand 8^thgrade math teachers will engage in collaborative instructional cycles to target student success on identified learning targets that are

benchmarks of the district priority standards.

● Staff will be able to identify students who are/are not proficient on the benchmark learning targets of the district priority standards. Next, the will provide Tier II academic interventions during intervention time and/or Directed Studies as well as enrichment activities during Directed Studies.

(PLC Model - What will we do when they don’t learn? What will we do when they do learn?)

● Teachers will have access to MAP SKILLS as an added resource for creating interventions and enrichment activities.

● TBD - Meeting with middle school curriculum coordinator for suggestions.

All 6th , 7th and 8th grade students will participate in the SFSD District MS Math Summative Assessments. These assessments are tied to Priority Standards.

These assessments are built in Performance matters and disaggregated data can be pulled by standard and by demographic group.

Monthly all 6th 7th and 8th grade math PLCs will meet with the admin and instructional coach to review the implementation and results of the instructional cycle.

● Monthly on the third Thursday.

All grade level teams will review their monthly goal sheets with administration and the instructional coach.

● Review results from previous month

● Set team math goal connected to specific standards/indicators

● Develop strategy for teaching indicator/strategy across disciplines

● Monthly during the first week

Develop Instructional rounds process with GMMS SIP team

● Develop norms and procedures for instructional rounds

● Create reflection form

● Create data collection tool

● Plan/Develop presentation for introducing the process to the full GMMS teaching staff.

● Summer of 2021

Participate in instructional rounds with admin/coach on quarterly basis

● Observe a 10 minute segment of a GMMS classroom

● Collect data connected to Eagle Strong Lessons and Kagan Structures

● Reflect on instructional rounds immediately after classroom observation

● Send encouraging note to teacher who was observed

● Admin and instructional coach will schedule with staff each month

● An administrator or the instructional coach will lead 1 instructional round per week.

(39)

Students will be able to track their learning from the target level to the standard level for each priority standard utilizing the Math Standards Target Log.

Students will be able to map their successes tied to each standard from their daily formative assessments, to the unit summative assessments, to their NWEA MAP assessments to their SD Math Assessment.

● Will be done as students start each unit and after each CFA

● Students will conference with PRO & DS teachers after each MAP assessment to review/create their goal/progress. They will also set the new goal for the next assessment.

DO

Documentation of Implementation:

STUDY

Summary of the Implementation and Outcomes:

ACT

Describe the next steps of the implementation based on the outcomes of this cycle:

(40)

Action Plan

PDSA Objective: Description of the Goal(s)

Increase the academic proficiency in reading by accelerating the growth of all students through a culturally and academically responsive staff.

What is the intended outcome? What are the indicators of success?

By the spring of 2022, we plan to increase the percentage of students

who meet or exceed their growth goal in math as determined by the MAP

reading assessment.

2021 current reality of percentage of students who have met their growth goal:

6th Grade: 45%

7th Grade:49%

8th Grade:45%

Each grade level CGI will improve their CGI number.

Grade level CGI for Spring 2021:

6th Grade:

-.74

7th Grade: .01

8th Grade:

-.36

● SD ELA Assessment

PLAN

Tasks for Implementation Target Dates

(41)

All GMMS staff will attend Dare to Lead professional development ● Full staff in-service on 11-5-21 and 4-1-22

● Each team will have an additional meeting once per quarter All 6^th, 7^thand 8^thgrade ELA/SS/SCI teachers will go through instructional cycle

training at a District in-service.

All 6^th, 7^thand 8^thgrade ELA/SS/SCI teachers will engage in collaborative instructional cycles to target student success on identified learning targets that are benchmarks of the District priority standards.

● Staff will be able to identify students who are/are not proficient on the benchmark learning targets of the district priority standards. Next, the will provide Tier II academic interventions during intervention time and/or Directed Studies as well as enrichment activities during Directed Studies.

(PLC Model - What will we do when they don’t learn? What will we do when they do learn?)

● Teachers will have access to MAP SKILLS as an added resource for creating interventions and enrichment activities.

Monthly all 6th 7th and 8th grade ELA/SS/SCI PLCs will meet with the admin and instructional coach to review the implementation and results of the instructional cycle.

● Monthly on the third Thursday.

All grade level teams will review their monthly goal sheets with administration and the instructional coach.

● Set team math goal connected to specific standards/indicators

● Develop strategy for teaching indicator/strategy across disciplines

● Monthly during the first week

Develop instructional rounds process with GMMS SIP team

● Develop norms and procedures for instructional rounds

● Create reflection form

● Create data collection tool

● Plan/Develop presentation for introducing the process to the full GMMS teaching staff.

● Summer of 2021

Team leaders review monthly school goals sheet with administration

● Set new school goals based on previous progress

● Develop school wide strategy to support goals

● Identify data source to review impact (SWIS, Instructional Rounds Data,

● 1st Wednesday of each month

● Team leaders will meet for a full day on August 11th to discuss this process and create the new monthly meeting plan

(42)

CFA)

Participate in instructional rounds with admin/coach on quarterly basis

● Observe a 10 minute segment of a GMMS classroom

● Collect data connected to Eagle Strong Lessons and Kagan Structures

● Reflect on instructional rounds immediately after classroom observation

● Send encouraging note to teacher who was observed

● Admin and instructional coach will schedule with staff each month

● An administrator or the instructional coach will lead 1 instructional round per week.

Students will be able to track their learning from the target level to the standard level for each priority standard utilizing the Reading Standards Target Log.

Students will be able to map their successes tied to each standard from their daily formative assessments, to the unit summative assessments, to their NWEA

● Will be done as students start each unit and after each CFA

● Students will conference with PRO & DS teachers after each MAP assessment to review/create their goal/progress. They will also set the new goal for the next assessment.

DO

Documentation of Implementation:

STUDY

Summary of the Implementation and Outcomes:

ACT

Describe the next steps of the implementation based on the outcomes of this cycle:

(43)

Targeted Support & Improvement Plan 2021-2022

Memorial Middle School

1401 South Sertoma Avenue

Sioux Falls SD, 57106

https://www.sf.k12.sd.us/memorial/home

Nancy Hagen, Principal

Joshua Siegfried, Assistant Principal

Michelle Dykstra, Administrator Intern

(44)

School Narrative - School Overview

Memorial Middle School Mission:

We are the Learning Place

● Learning for a lifetime

● Learning to live with others

● Learning to like yourself

● Learning to serve others

Memorial Middle School serves students in grades 6th-8th with 1175 students. We encourage students to take full

advantage of the academic and activity opportunities, which work together for success and academic excellence. At each

grade level, students are grouped into teams of students who work closely with core and encore teachers. The goal of the

staff is to help build a sense of belonging and provide a quality education for each student.

Memorial was identified for Targeted Support Improvement (TSI) in the 2018-19 school year as measured by the South

Dakota State Assessments within the gap groups of students with disabilities and students economically disadvantaged.

The building leadership team created collective commitments to guide our actions as a Professional Learning Community.

● We will work collaboratively with all students, staff, and families to create conditions to promote student success.

● We will intentionally focus on student instruction, behavior, and relationships as part of our collective responsibility

to serve the whole student.

● We will build a supportive and positive environment where students and staff can grow emotionally, physically, and

intellectually through quality communication.

● We will hold ourselves accountable for maintaining high expectations for our students and ourselves.

● We will be engaged in promoting life-long learning, positive behaviors, and respectful communication.

Memorial Middle School has collaboration built into the school schedule and we are on a journey as a Professional

Learning Community to deepen our commitment to a collaborative culture. A collaborative culture where each teacher has

a community group of teachers that create common formative assessments, share best practices, focus on results, and

act on the results.

(45)

SD Report Card - School Results

2017-18 66.0 57.0 67.0 70.0 65.0 7.0 0.0 95.0 8.0

2018-19 64.0 56.0 63.0 67.0 63.0 11.0 5.0 94.0 7.0

2019-20 NA* NA* NA* NA* NA* 14.0 0.0 NA* NA*

Student Performance - District and School Results

2017-18 2018-19 2019-20 2020-21

for Success

Attendance % of students chronically absent (K-8 measure) 17 8 18 7 NA NA

EL % of students on track (K-12 measure) 31 7 46 11 16.7 14