continuous school improvement plan anthony...

A. General InformationDistrict Identification Information

District Name: Minneapolis Public Schools Phone: 612-668-0690District Number: Special District #1Superintendent: Michael Goar Email: [email protected]

District Contact: Nicole Norton Email: [email protected] Address: 1250 W. Broadway Ave

Minneapolis, MN 55411Fax: 612-668-0685

School Identification and Contact InformationSchool Name: ANTHONY MIDDLE Phone: 612 668-3240

School Number: 300

Principal: Ms. Mai Chang Vue Email: [email protected]

School Address: 5757 Irving Avenue South

Other School Contact: Ms. Tonya Matthews ([email protected])

Other School Contact Email:

Mr. Casey Strecker ([email protected])

Title I Status: School wide Title I

School Designation and RatingsSchool Designation: Celebration Eligible

Multiple Measure Rating: 44.41%

Focus Rating: 44.76%

School Demographics: School Year 2015Grade Configuration: 6-8 Total Students: 633

Native American: 2 %

African American: 34 %

Asian: 4 %

Hispanic: 8 %

Caucasian: 52 %

Limited English Proficient: 11 %

Special Education: 12 %

Free/Reduced Lunch: 44 %

All Students: 100 %

Continuous School Improvement PlanANTHONY MIDDLE

School Year 2015-2016

Draft Printed On: 10/27/2015 ANTHONY MIDDLE - DRAFT of 31

Executive SummaryVision:

Every child college, career and life ready.

Mission:

Anthony Middle School develops interactive, compassionate, and principled learners who strive for excellence, embrace differences and act responsibly within our communities and the world.

Description of School and Community:

Susan B. Anthony Middle School, located in the southwest quadrant of Minneapolis, is the community middle school for MPS Zone 3 and an International Baccalaureate Middle Years Programme. Our current enrollment is 760 students. Our current demographics are: Native American 1.7%; African American 33%; Asian American 5%; Hispanic American 7.7%; and White American 52.5%; ELL 10.5%; Special Education 12.4% and Free/Reduced Lunch 42%. The IB MYP focuses on high academic standards and rigor for all students while emphasizing engagement through interdisciplinary and real-world connections The MYP requires that all students take classes in the eight subject areas: Language and Literacy (English), Individuals and Societies (Humanities), Math, Sciences, Language Acquisition (Japanese, French or Spanish), Physical Education and Health, Performance Arts (Band, Choir, Art, Guitar, Orchestra) and Design (Automation and Robotics, Design and Modeling, Medical Detectives, Techno Art and Media Design). Students also have numerous opportunities to explore leadership roles as peer mediators, student council representatives, Panther Pals (students help acclimate new students to the school), student vanguards, and as emcees for special events and at graduation. All students belong to grade-level teams that are comprised of their Language and Literacy, Math, Science and Humanities teachers; seventh and eighth grade teachers loop with their students. Students who need additional support are identified based on data from the MCA-III and MAP scores as well as data from classroom teachers. Student interventions include: Reader's Workshop which gives students an additional reading class which also uses Read 180 and study halls staffed by teachers who provide individual support and act as a liaison between identified students and their classroom teachers. There is also a dean at each grade level who works with teachers, students and their families to ensure that students are present and prepared to be successful in their classes. Grade level teams, which include the teachers from the four core subject areas plus applicable elective teacher, the grade level dean, and Assistant Principal, meet weekly. At these meetings, teachers address the needs of individual students, meet with parents, develop strategies for the implementation of the IB MYP and plan for team-wide activities, including community service.

Overview of School Improvement Plan (this includes a summary of the goals, strategies and professional development within the plan, as well as how theschool will address the MMR/FR designation

Anthony Middle School’s School Improvement Plan for 2014-15 is designed to increase achievement for all students in Reading and Math as assessed by the MCA-III Reading and MCA-III Math tests, with a particular emphasis on increasing the achievement of African American, Latino, ELL, Special Ed and Free/Reduced Lunch students and to decrease the number of students who are suspended/removed during the school year. Teachers will learn about these strategies in all-staff meetings and engage in further investigation and implementation in their PDPLC retreats. Math teachers will be utilizing a balanced math approach using principles designed to engage and meet the math needs of all students, with a special focus on implementing a grading by object system to assess students. The focus for PDPLCs and professional development will be to work with informational text using AVID reading strategies along with SIOP and WIDA Can Do Descriptors. Teachers will also participate in PD on data, equity and MYP/IB unit writing and assessment.


School Leadership TeamStakeholders, including staff, families and community members must be represented in the school improvement planning process. This section describes in detail the process for including stakeholders and identifies those represented members who have input into the development, implementation and evaluation of the school improvement plan.

Development:

The principal regularly engages teachers and staff in ongoing conversations that serve as the foundation of the School Improvement Plan. The SIP is based on data, focused on student learning and builds on prior initiatives. The principal works with subject area lead teachers, the instructional facilitator, and the assistant principals to examine student achievement and discipline data to create the SIP. This information is then presented to the Site Council, which is comprised of teachers, parents, administrators, and students, for their review and input before it is finalized.

Implementation:

The School Improvement plan is a work in progress that is data driven and coordinates specific instructional strategies toward overall goals of student achievement. The principal and assistant principals meet with subject area PDPLCs bi-weekly to review action plans and progress toward goals. The principal works with parents through a variety of forums, including Site Council and PTA to keep them informed about the implementation of the plan and to receive feedback.

Evaluation of strategies:

Anthony Middle School staff and teachers use a continuous improvement model through which teachers and administrators use data to evaluate progress toward goals and make refinements to the strategies and action plans as needed. This happens through bi-weekly PDPLC meetings and weekly grade level team meetings. Progress and modifications are shared with parents at Site Council and the members provide input and feedback to the staff. At the end of the year, data from the MCAs and MAP tests are used to evaluate progress toward our goals and this information is reported to staff during workshop week and to parents through our monthly newsletter.

Describe the Leadership Team’s plan for communicating the goals, strategies and professional development within the School Improvement Plan to staff and community.

The goals, strategies and professional development in the SIP direct the work teachers and staff do around content and instruction. PDPLC action plans and building professional development directly support these goals and contain concrete measures that enable everyone to know the progress they are making toward the building goals. The Site Council provides a forum for discussing the building's work toward its goals. Parents and community members are also informed of our progress on our SIP goals through the school newsletter, on our website, and at PTA meetings.


School Leadership Team, cont.This School Improvement Plan has been developed with the involvement of the community to be served and individuals who will carry out the plan. The planning process is used to align all major programs at your site to improve teaching and learning. The planning team assumes responsibility for planning and implementing the School Improvement plan. It should represent the diversity of the school population and include all stakeholder groups (principals, teachers, other staff, students, family and community).

Category Name Signature

Teacher Name and Grade/Subject Ryan Olson, Humanities

Teacher Name and Grade/Subject Penny Pickard, Math

Teacher Name and Grade/Subject Laura Meier, Science

Teacher Name and Grade/Subject Nicholas Hart, SIP Coordinator

Teacher Name and Grade/Subject Casey Strecker, ELA/MYP Coordinator

Parent Name Sherwood Herndon

Parent Name Richard Mattox

Parent Name Karin Olson

Parent Name Jeff Coffey

Parent Name Jabrill Jimaale

Parent Name Keith Swanson, DPAC Rep.

Parent Name Maria Caruso

Parent Name Kristine Spanier

Community Member Beverly Price

Student Name Lily Do

Student Name Leo Carnes

Student Name Colton Rubel

Other Staff Name Tonya Matthews, AP

Other Staff Name Jim Glaser, Admin TOSA

Other Staff Name Justina Bisch, School Counselor

Technical Assistance Provider Dan Oxendale


Principal Name Mai Chang Vue

Date SIP is approved and signed by Team: ___________________


Higher than Statewide AYP target

Lower than Statewide AYP target

High Growth

Low Growth

Decreases the achievement gap

Contributes to the achievement gap

B. Improvement ComponentsComprehensive Needs Assessment Student Achievement DataPROFICIENCY

Group Math Reading

2013 2014 2015 2013 2014 2015

African American 48.85 44.09 46.77 43.81 46.62 43.21

All Students 73.11 71.17 71.23 70.47 72.70 70.10

Asian 86.46 82.89 80.77 80.21 83.33 71.15

Caucasian 85.70 88.13 86.62 85.65 89.39 87.26

Free/Reduced Lunch 51.14 45.19 51.23 45.31 46.92 49.39

Hispanic 64.04 60.48 63.54 56.18 60.94 63.54

Limited English Proficient 51.95 39.72 44.19 42.97 40.37 36.47

Special Education 63.21 55.32 57.04 62.74 56.84 64.08

GROWTH

Math Reading

Group 2013 2014 2015 2013 2014 2015

All Students 0.12 0.08 -0.12 0.12 0.20 -0.05

ACHIEVE

Math Reading

Group 2013 2014 2015 2013 2014 2015

Native American -0.06 0.65 0.22 -0.07 -0.47 -0.22


Comprehensive Needs Assessment:Student Achievement Data

The MCA tests are aligned with the current academic standards. Hence, the major purpose of the MCA-II tests is to measure students’ progress towards the state academic standards in reading and mathematics. The MCA-II (including MTELL for math) results here are analyzed by grade level percent proficient and identify which grades performed above or below the district and state or above the district, but below the state. Math

Strengths:• The percent of students meeting or exceeding the standards equal or above the state average occurred in year(s):

n/aNeeds:

• The percent of students meeting or exceeding the standards below the district and the state average occurred in year(s):n/a

• The percent of students meeting or exceeding the standards above the district but below the state average occurred in year(s):

n/aReading

Strengths:• The percent of students meeting or exceeding the standards equal or above the state average occurred in year(s):

n/aNeeds:

• The percent of students meeting or exceeding the standards below the district and the state average occurred in year(s):n/a

• The percent of students meeting or exceeding the standards above the district but below the state average occurred in year(s):

n/a


Comprehensive Needs Assessment:Student Achievement Data

NWEA By GroupNWEA CALT and MAP are state-aligned computerized adaptive reading and math tests that reflect the instructional level of each student and measure growth over time. The results are analyzed by identifying continuous improvement in percent of students meeting the target growth for the last three years and by identifying students’ making a year or more growth or less than a year’s growth. The results are then disaggregated by ethnicity, programs and grade levels. Math

Strengths:• Improvement in the percent of students meeting the target growth for the last three years was noted for groups

n/a• Groups in where at least 60% of the students made one year’s growth (fall to fall or fall to spring)

Limited English ProficientOR the highest subgroup in the 50-59% growth range

n/aNeeds:

• No improvement or a drop in the percent of students meeting target growth for the last three years was noted for groups:

n/a• Groups in School Year where less than 50% of the students made one year’s growth were

African Americanand the group with the smallest percentage was

African AmericanOR group in School Year in the 50-59% growth range with the least amount of growth was

n/a

ReadingStrengths:

• Improvement in the percent of students meeting the target growth for the last three years was noted for groups :n/a

• Groups in School Year where at least 60% of the students made one year’s growth (fall to fall or fall to spring)Limited English Proficient

OR the highest subgroup in the 50-59% growth rangen/a

Needs:• No improvement or a drop in the percent of students meeting target growth for the last three years was noted for groups

n/a• Groups in school year where less than 50% of students made one year’s growth were

African Americanand the group with the smallest percentage was

African AmericanOR the group in school year in the 50-59% growth range with the least amount of growth was

n/a


NWEA By GradeMath

Strengths:• Improvement in the percent of students meeting the target growth for the last three years was noted for groups

n/a• Grades in 2015 where at least 60% of the students made one year’s growth (fall to fall or fall to spring)

7thOR the highest grade in the 50-59% growth range

n/aNeeds:

• No improvement or a drop in the percent of students meeting target growth for the last three years was noted for groups:

n/a• Grades in 2015 where less than 50% of the students made one year’s growth were

n/aand the grade with the smallest percentage was

n/aOR the grade in 2015 in the 50-59% growth range with the least amount of growth was

All Grades

ReadingStrengths:

• Improvement in the percent of students meeting the target growth for the last three years was noted for groups :n/a

• Grades in 2015 where at least 60% of the students made one year’s growth (fall to fall or fall to spring)7th

OR the highest grade in the 50-59% growth rangen/a

Needs:• No improvement or a drop in the percent of students meeting target growth for the last three years was noted for groups

n/a• Grades in 2015 where less than 50% of students made one year’s growth were

n/aand the grade with the smallest percentage was

n/aOR the grade in 2015 in the 50-59% growth range with the least amount of growth was

All Grades


Comprehensive Needs Assessment:Climate Data

95% or Higher AttendanceMinneapolis Public Schools recognizes that daily attendance is critical to academic achievement and therefore expects every student to attend school and class on time every day. Ninety-five percent attendance has been set as the minimum standard, as stated in the MPS school board policy. The statements reflect the continuous improvement in percent of students in each group who attended 95% of the time for the last two years, as well as any groups that have eighty percent or more of students attending 95% of the time. Strengths:

• There was an increase in the percentage of students attending school 95% of the time from 2014 to 2015 noted for group(s):

Native American, African American, Hispanic, Caucasian, All Students• In 2015, 95% attendance was noted for eighty percent or more of students in group(s):

AsianNeeds:

• There was no increase noted in the percentage of students attending school 95% of the time from 2014 to 2015 for group(s):

Asian, Limited English Proficient, Special Education, Free/Reduced Lunch

SuspensionSuspensions reflect loss of instructional time resulting from in-school suspensions, out-of-school suspensions and removals. Total suspensions are displayed as the combined total of all actual suspensions. The statements reflect a reduction or no reduction in total suspensions across two years for each of the subgroups.Strengths in the area of removal from instruction due to behavior:

• There was a reduction in the total number of suspensions from 2014 to 2015 noted for group(s): African American, Hispanic, Caucasian, Limited English Proficient, Free/Reduced Lunch, All Students

Needs in the area of removal from instruction due to behavior: • No reduction in the number of total suspensions for the last two years was noted for groups:

Native American, Special Education


Comprehensive Needs Assessment:Summary Analysis

The Data Summary Analysis synthesizes the findings from the Comprehensive Needs Assessments and identifies how students are performing across multiple data sources. It enables schools to identify common strengths and needs, and to determine priority focus areas for improvement. Summary Analysis/ Relevant FindingsWhat are some common strengths and common areas of need from the multiple data sources? Describe the relationships between the above data sources. Be sure to address the educationally disadvantaged and typically underserved student populations. Strengths: engaging curriculum based in the framework of the MYP, engaged SST team, focused grade level team meetings, dedication to our PLC time, rich professional development, support for our special education and ELL population. Areas of Need: reduction in referrals and suspensions among our African American students, boost in scores on MCA-III in reading, math and science for all students with special emphasis on students of color, free and reduced lunch, special education and ELL.

Based on the data analysis/synthesis of the above measures, the priority needs/focus areas for our school are: Area Priority Needs/Where We Need to Focus – Up to 3 priorities per area Student Achievement 1. Raise overall scores in math, science and reading by 5% on the MCA-III.

2. Raise scores in math, science and reading by 8% on the MCA-III for our lowest-performing students.3. Prepare students to graduate from high school to reach the district's 10% high school graduation

rate.Climate 1. Reduce suspensions, removals and referrals among students of color by 10%.

2. Reduce suspensions, removals and referrals among students on free and reduced lunch by 10%.3. Increase parent participation of students of color.

Professional Practices 1. PDPLC time dedicated to common assessments, planning and data analysis to increase overall student achievement by 5%.

2. Equity PD on multicultural awareness to broaden our understanding of our low performing students, more specifically students of color, to raise scores in math, science, and reading by 8%.

3. Further PD on AVID reading strategies to use toward our goal of raising MCA III scores to support our Acceleration 2020 goal of increasing the high school graduation rate by 10%.

School Improvement GoalsBased on the priority needs for our school, the goals are:Reading Smart Goal(s):The percent of all students in all grades tested who earn achievement levels on Meets the Standards or Exceeds the Standards on the Reading MCA at Anthony school will increase from 63.6% in 2014 to 68.6% in 2015, to 73.6% in 2016, to 78.6% in 2017, to 83.6% in 2018, 88.6% in 2019, and to 93.6% in 2020. The percent of our lowest performing students in all grades tested who earn achievement levels on Meets the Standards or Exceeds the Standards on the Reading MCA at Anthony school will increase from 33% in 2014 to 41% in 2015, to 49% in 2016, to 57% in 2017, to 65% in 2018, 73% in 2019, and to 81% in 2020. Decrease the achievement gap between our black and white students from 52% to 35% on the MCA-III. Students showing low growth will decrease from 19% to 15%.Additional Reading SMART Goals(s)

Professional Development Strategies to Support Reading Goal(s)

Success Criteria to Evaluate Effectiveness of Professional Development Strategies


Teachers will engage in PDPLC work to raise the achievement levels of their students. PDPLCs meet as needed and will participate in a Fall and Spring Data/MYP retreat to define goals and evaluate data. The focus for the PDPLC work this year is using data, both qualitative and quantitative, to guide teaching and learning. All PDPLCs will promote AVID High 5 reading strategies to ensure consistency school-wide and to make sure all students know and understand how to use the five identified AVID strategies. All PDPLCs will also use and promote SIOP and WIDA Can Do Descriptors in the classroom to engage all learners, specifically our ELL population.

Success will be evaluated through PDPLC goal setting meetings as needed. As goals are met according to data collected, then new goals will be set. The end result will be an increase in student achievement and higher achievement overall on the MCA-III scores.

Family Involvement Strategies to Support Reading Goal(s) Success Criteria to Evaluate Effectiveness of Family Involvement Strategies

1. Parent phone calls -- automated phone call to all families to invite them to parent teacher conferences, curriculum nights and other school information sessions.

2. Staff will make phone calls to invite targeted families to conferences and parent meetings outside of scheduled conference dates.

3. Grade level team meetings, which include teachers, dean, social worker, the parent(s) and the student to discuss strategies for improving student's skills and level of success in class.

4. Staff and families are personally invited to school functions and events.

5. SITE Council Meetings - invite families to attend to learn about reading goals and action plans.

6. Panther Post Newsletter - share strategies that Anthony is using in which parents can use at home to help their child.

Success would be evaluated by assessment of numbers of family and staff involvement at events.

Feedback from parents through: event surveys and event debrief meetings.

Personal phone calls by family liaison, administration, teachers, and deans.

Extended Learning Opportunities that Support Reading Goal(s) Success Criteria to Evaluate Effectiveness of Extended Learning Opportunities

1. Students who have been identified as at-risk for not meeting the state standards in reading receive reading instruction through their Reading Workshop class.2. ELL students who are eligible for service receive assistance through a push-in model from the ELL teacher as well as ELL class.3. After-school classes are offered for students who need to strengthen their reading skills for success on the MCA-III Reading test.4. Study skills classes are recommended for students who need additional support, including reading strategies, to be successful in their classes.5. Many teachers volunteer to host lunch time sessions to help students with work.6. Many teachers make appointments before and after school to help students with work.7. Anthony will host a Spring Break Academy for students needed support in math and reading. Small class sizes, engaging curriculum and the opportunity to gain skills will support our reading goals.8. An ALC has been set up to provide extra support to our students in reading.9. 6th Grade students receive an Approaches to Learning classes to integrate and education them on the MYP classes.

Looking at the MAP, ACCESS and MCA data, FI assessments, CBMs, grades and understanding of learning targets of each individual student receiving services to determine if the supplemental support they are getting is having a positive effect on their academic achievement. Work is being done in PDPLCs to effectively track understanding of learning targets through common assessments and goal setting.


Math SMART Goal(s):The percent of all students in all grades tested who earn achievement levels on Meets the Standards or Exceeds the Standards on the Math MCA at Anthony school will increase from 60.4% in 2014 to 65.4% in 2015, to 70.4% in 2016, to 75.4% in 2017, to 80.4% in 2018, 85.4% in 2019, and to 90.4% in 2020. The percent of our lowest performing students in all grades tested who earn achievement levels on Meets the Standards or Exceeds the Standards on the Math MCA at Anthony school will increase from 27.9% in 2014 to 35.9% in 2015, to 43.9% in 2016, to 51.9% in 2017, to 59.9% in 2018, 67.9% in 2019, and to 75.9% in 2020. Increase proficiency from 62.9% to 67.9% on the MCA-III Decrease the achievement gap between our black and white students from 55% to 35% on the MCA-III Students showing low growth will decrease from 23% to 18%.Additional Math SMART Goal(s):

Professional Development Strategies to Support Math Goal(s) Success Criteria to Evaluate Effectiveness of Professional Development Strategies

Teachers will engage in PDPLC work to raise the achievement levels of their students. PDPLCs meet as needed to define goals, share strategies and evaluate data. All contents, including math, will use AVID High 5, SIOP and WIDA Can Do Descriptors. Math is taking the AVID reading strategy to the next level by using CUBES to make the strategy fit math. In addition, this year IXL is being used in all math classes and all math classes with the exception of the advance math courses are small to provide more 1:1 support.

Success will be evaluated through PDPLC goal setting meetings as needed. As goals are met according to data collected, new goals will be set. The end result will be an increase in student achievement and higher achievement overall on the MCA-III scores.

Family Involvement Strategies to Support Math Goal(s) Success Criteria to Evaluate Effectiveness of Family Involvement Strategies

1. Parent phone calls -- automated phone call to all families to invite them to parent teacher conferences, curriculum nights and other school information sessions.

2. Staff will make phone calls to invite targeted families to conferences and parent meetings outside of scheduled conference dates.

3. Grade level team meetings, which include teachers, dean, social worker, the parent(s) and the student to discuss strategies for improving student's skills and level of success in class.

4. Staff and families are personally invited to school functions and events.

5. SITE Council Meetings - invite families to attend to learn about reading goals and action plans.

6. Panther Post Newsletter - share strategies that Anthony is using in which parents can use at home to help their child.

Success would be evaluated by the academic progress of students who have participated in parent, teacher, support staff team meetings. Success is indicated through formative assessments and achievement on the MCA-III. Math teachers will track the number of families who attend conferences and school meetings after calls and letters sent home.

Extended Learning Opportunities that Support Math Goal(s) Success Criteria to Evaluate Effectiveness of Extended Learning Opportunities


1. Teachers will work in PDPLCs to strengthen lessons/units2. After-school classes are offered for students who need to strengthen their math skills for success on the MCA-III Math test.3. Math teachers are targeting students who need support, providing intervention and monitoring progress.4. Anthony will host a Spring Break Academy for students in need of more math support. An engaging curriculum and time to practice skills will help us work toward our goals in math.5. An ALC at Anthony is in place to work with our students in need of extra support in math.Math Dept. is using IXL program with students to reinforce math concepts.6. African American boys group with 6th through 8th grade students to build connections with college athletes as mentors, where we can promote graduation and education experiences.7. Students are selected to participate in MathCorps to boost math MCA-III scores.

Looking at MCA-III practice test data of each individual student receiving services to determine if the supplemental support they are getting is having a positive effect on their academic achievement.

Climate SMART Goal(s):The number of all students who are suspended at Anthony Middle School will decrease by 10% each year for the next three years from 64 suspensions in 2014 to 46 suspensions in 2017. The number of black students who are suspended at Anthony Middle School will decrease by 10% each year for the next three years from 44 suspensions in 2014 to 32 suspensions in 2017. The number of student infractions will decrease by 10% each year for the next three years from 781 infractions in 2014 to 569 infractions in 2017. The percent of all students who attend school 90% of the time at Anthony Middle School will increase from 89.86% in October of 2014 to 95% by May of 2015. The percent of black students who attend school 90% of the time at Anthony Middle School will increase from 85% in 2014 to 95% in 2015. The number of our lowest performing 6th graders this 2014-2015 school year will be tracked and we will reduce their suspensions by 10% over the next 3 years.Additional Climate Goal(s):

Professional Development Strategies to Support Climate Goal(s) Success Criteria to Evaluate Effectiveness of Professional Development Strategies

Teachers and support staff will work together in PDPLCs to address the matter of suspensions with particular emphasis on suspensions of students of color. The school has also implemented an advisory program to foster a deeper sense of community for our students and to address topics of interest to them: multicultural awareness, bullying, current events, grades, internet safety, etc. The Advisory Task Force will continue to provide PD to staff on how to deliver the curriculum and has set up a calendar of activities and topics to cover.6th grade team will be given 50 students names and interventions that we are putting in place to support those students. Some of this will be completed during Team Meetings, Advisory, before and after school, mentoring and leadership groups. This could take place in the Spring Break Academy.

Our teachers and support staff will use data gathered in PDPLCs to determine whether specific interventions are successful. Some interventions may include: support in individual classrooms, peer mediation, family conference, phone calls home.

Family Involvement Strategies to Support Climate Goal(s) Success Criteria to Evaluate Effectiveness of Family Involvement Strategies


Parents are invited to be part of a student's life at Anthony Middle School in a variety of ways. For example, parents are taught how to access student grades and information at home through Parent Portal. All parents receive automated phone calls notifying them of events such as curriculum nights and parent teacher conferences in their home language. Staff also has structured strategies for involving families in encouraging success in the classroom including,

1. Deans/Staff call parents or meet with parents when students are having behavior or academic problems. An academic contract is used. Deans also arrange parent-team meetings when necessary.2. A parent is asked to accompany their student when s/he returns from a suspension.3. At mid-quarter, Check and Connect communicates with parents of students who are failing one or more classes.4. Parents are invited to a meeting to discuss social or academic needs and the support systems in place at school.5. Curriculum Night is held to communicate academic expectations for the school year in every class.6. Teachers send home post cards for positive reinforcement of academic and/or social skills.7. We have developed a 5 year plan for family involvement and and climate.8. Students are required to participation in a restitution class upon admittance from suspension.

The effectiveness of these involvement strategies will be evaluated by:

1. Reduction in suspensions/removals2. Academic success of students who had previously been identified as high need.3. Attendance at parent-teacher conferences reflects the diversity of our student body and will increase.4. Percentage of parents who report that they feel comfortable and welcome at their student's school as indicated on the annual parent survey will increase by 15% each year.5. Student survey data

Building Climate:School-wide expectations provide the foundation for all positive school-wide behavior systems. These school-wide expectations are applied in all areas of the school- classroom & non-classroom settings and at all times-before, after and during the school day. What are your school-wide rules and expectations? How do you teach, practice and reinforce these expectations in your school?

One component of a positive school-wide behavior system includes proactive teaching of social skills to students. Is Social Emotional Learning embedded into regular academic plans? How? Are you using a specific curriculum?

1. RESPECT: A. Be on time to all classes - B. Be verbally respectful and considerate

2. RESPONSIBLE - A. Use time wisely - B. Put forth your best effort - C. Complete all homework -

3. BE READY TO LEARN - A. Bring materials necessary for class.

We model these expectations through engagement in the IB Learner Profile:1. Inquirers - 2. Knowledgeable - 3. Thinkers - 4. Communicators - 5. Principled - 6. Open-minded - 7. Caring - 8. Risk-takers - 9. Well-balanced - 10. Reflective

Each day, Anthony students attend a 20 minute advisory where they engage in lessons and activities based around the IB Learner Profile Traits. Students build community and social skills through continuous exploration of each trait while working with a group of familiar students to promote growth and development.

Assessment is a vital first step in making improvements in school climate; using data to guide actions provides the foundation for effective change. Does your school have a team that reviews school climate? What data do they review and how often? How is this team connected to the work of your PLC?


Student Strategy Team and the Behavior Team - Reviews Behavior Data and develops interventions to foster higher expectations for our students and their positive involvement in our school. Equity team will guide the staff in making decisions to increase the awareness to increase student achievement.

Schoolwide Reform Strategies:Action Plan

Schoolwide reform strategies are selected to strengthen the core academic program, increase the amount and quality of learning time, address the needs of historically underserved populations and provide opportunities for all children to meet the State’s proficient and advanced levels of student academic achievement. The action plans describe in detail how the school plans to implement and monitor the effectiveness of the reform strategies.


Strategy

Teachers will participate in professional learning communities that improve instructional practices through action planning, collaboration, and professional development that is based on student achievement. Focus in these PLCs will be on using data (student work, Focused Instruction benchmark assessments, and the MCA) to inform practices in order to better support students. (AP 2020: Data Use and Quality Core Instruction)

Research and Rationale

Research on schools that improve student achievement levels reveals that students learn more in schools where teachers are engaged in professional learning communities and work collaboratively to address student needs that have been identified through data analysis.Based on the National Staff Development Council, "The most powerful forms of staff development occur in ongoing teams that meet on a regular basis, preferably several times a week, for the purposes of learning, joint lesson planning, and problem solving." The NSDC standard states: Staff development that improves the learning of all students organizes adults into learning communities whose goals are aligned with those of the school and district. http://www.nsdc.org/standards/learningcommunities.cfm

Phillips, J.(2003,Spring).Powerful learning: Creating learning communities in urban school reform. Journal of Curriculum and Supervision, 18(3), 240-258.

Weiss, I. R. and Pasley J. D. (2006). Scaling up instructional improvement through teacher professional development: Insights from the local systemic change initiative. Philadelphia, PA: Consortium for Policy Research in Education (CPRE) Policy Briefs.

Read at http://www.cpre.org/Publications/rb44.pdf

Focused Instruction: (http://tl.mpls.k12.mn.us/focused_instruction) - Focused Instruction is one of MPS’ key strategies for raising the achievement of all students, closing the achievement gap and preparing students for college and careers. It is a strategy rooted in the belief that all children can succeed in school and that their ability to do so does not depend on race or socioeconomic status.

This strategy supports:

Reading Goal(s): X Math Goal(s): X Climate Goal(s): Graduation Goal(s):

Action Plan

Start Date: Action Step

8/28/2015 Teachers will fully implement the Focused Instruction Benchmark Assessments and use the data to inform instructional practices and support student learning.

Success Criteria

Interim 1 Checkpoint Interim 2 Checkpoint End Point Checkpoint

Academic Specialists (Instructional Specialist, Math Specialist, Literacy Specialist) will attend PD on the new Illuminate program and Focused Instruction benchmark assessments.

8/21/2015 Academic Specialists will train staff on new FI benchmark assessment process and the Illuminate program.

9/30/2015 Academic Specialists will train staff on how to analyze FI benchmark assessment data (preferably at the fall retreat)

9/30/2015

Personnel Required Resources

Academic Specialist Team, Admin, ILT Training, Illuminate program, reserves for training and for retreats.

Implementation Notes



9/1/2015 Teachers will participate in conversations surrounding student data to inform and improve their instructional practices and support student learning.

Success Criteria


Establish PDPLCs, meeting dates, and determine when Benchmark/Interim Assessments need to be given.

9/15/2015 Train ILT on how to review data.

9/30/2015 ILT/PDPLC leads and/or coordinators will train staff.

9/30/2015


Academic Specialists, Admin, ILT, PDPLC leaders/coordinators

Training, Illuminate program



Teachers will be trained in IB MYP and continue in their growth on a spectrum of creating rigorous MYP Units and assessments.

Success Criteria


By the end of September, coordinator will know where all teachers are at with IB MYP.

10/1/2015 By November, all staff will have an MYP goal that they are working towards to further their knowledge and implementation of the program.

11/2/2015 By May, teachers will have reflected upon their progress towards their goal and next steps to further knowledge and implementation of the program.

5/2/2016


MYP Coordinator, Admin, Dept. Chairs meeting time, trainings, goal/reflection sheets



Strategy

All school staff will engage in designing, developing, implementing and maintaining a School-wide Positive Behavior Support plan. Much of the work completed will be coordinated by the PSWE (Positive School Wide Engagement) team, Equity Team and Family Involvement Team to reduce referrals and suspensions and to increase parent/family/student participation and engagement among our families of color, more specifically our black/African American families. (AP 2020: Positive School Wide Engagement and Inclusive Practices)


School-wide Positive Behavior Support is a systems approach to establishing the social culture and behavioral supports needed for all children in a school to achieve both social and academic success.

Cohen, R., Kincaid, D., and Childs, K. (in press). Measuring school-wide positive behavior support implementation: Development and validation of the "Benchmarks of Quality." Journal of Positive Behavior Interventions

Irvin, L.K., Tobin, T., Sprague, J., Sugai, G. and Vincent, C. (2004).Validity of office discipline referral measures as indices of school-wide behavioral status and effects of school-wide behavioral interventions. Journal of Positive Behavioral Interventions 6, 131-147.


Reading Goal(s): X Math Goal(s): X Climate Goal(s): X Graduation Goal(s):

Action Plan


8/17/2015 Advisory Task Force will continue to provide PD to staff on how to deliver the curriculum and set up a calendar of activities and topics to cover that support social emotional learning and academics.

Success Criteria


Train all teachers on curriculum and circles. Goal: 100% trained.

Ensure all teachers have the advisory textbook and binder.

8/21/2015 Develop and refine curriculum and calendar of activities.

9/30/2015 Develop and implement student coupon and incentives.

Monitor coupon use fall, winter and spring.

9/30/2015


Advisory Task Force, Admin Advisory textbook and binder, printing/copying, stipend for task force, incentives, student planners, cost of materials/supplies for school or grade level events, etc.




9/1/2015 PSWE and Equity sub committee will train staff on how to better engage students in class/school. The team(s) will study and implement strategies from the book "Teach Like a Champion".

Success Criteria


sub committee logistical meeting to determine meeting times/days and strategies to train/teach.

9/1/2015 plan staff PD session 10/30/2015 follow-up with staff on implementation (survey and/or reflection)

10/30/2015


PSWE/Equity Team, Admin book "Teach Like a Champion", extended pay for SD, copying/printing



9/1/2015 College Bound Brothers mentorship group to work with African American boys in the red and yellow.

Success Criteria


Establish 8th grade mentors.

9/1/2015 Train mentors. 9/18/2015 Identify students who would benefit from a mentor (students in yellow/red or by recommendation) and match a mentor with a mentee.

9/18/2015


Matthews, Admin Training, PD, materials, incentives, advisor cost



8/24/2015 Ensure the Panther Post gets out to all families and that they are reading it regularly in order to get information. Continue to make robo calls and use school messenger to invite families to school functions/events.

Success Criteria


Robo call on/about the Panther Post.

8/28/2015 Tracking survey in school messenger that the Panther Post goes out to.

9/30/2015 Tracking survey in school messenger that the Panther Post goes out to.

9/30/2015


Admin



8/24/2015 Increase our African American parent participation at PT conferences and school related events by establishing a task force to ensure their attendance.

Success Criteria



Identify families to focus on.

Contact families.

9/30/2015 Review Fall PT conference data.

2/12/2016 Review Spring PT conference data.

2/12/2016


Admin and Deans Time of admin and deans, postage, printing/copying costs



8/17/2015 Teach and implement our 4 R's - Respect, Responsibility, Readiness and Relationship (we added a 4th R this year - RELATIONSHIP).

Success Criteria


Train staff on 4 R's.

Design posters.

8/17/2015 Teach students the 4 R's. 12/1/2015 Continue to teach (use the language) and enforce the 4 R's throughout the school.

12/1/2015


Admin, Deans Training, poster costs



Strategy

In order to reach our Math goals, we will be implementing the IXL math program for all students. We'll be looking closely at those students in the yellow and red and aligning learning targets on IXL with Focused Instruction benchmark assessments. (AP 2020: Quality Core Instruction)


IXL Program Research: Information taken straight from: http://www.ixl.com/membership/school/researchstudy

BackgroundIXL Learning partnered with Empirical Education to study the effectiveness of IXL Math in Beaverton School District in Oregon. During the 2011-2012 year, IXL Math was used to supplement instruction in two elementary/middle schools. The study focused on 4th and 5th grade students in Title I schools and examined the relationship between being in an IXL Math classroom and performance on the Oregon Assessment of Knowledge and Skills (OAKS) math test. As a secondary focus, the study looked at perceived changes in students' attitudes towards math since using IXL Math.

ResultsStudents in IXL Math classrooms performed better on the OAKS math test than students not in IXL Math classrooms. The mathematics performance for students in IXL Math classrooms versus comparison students corresponds to a 5-percentile gain on the test. This gain is equivalent to 6.2 weeks of extra instructional time over the average duration of a school year. Based on a year containing 170 days of instruction, this translates to 18% more teaching time. An increase in the average IXL session duration by just one minute increases the effectiveness of IXL Math by 6.3% over an average year, as assessed through the OAKS math test. Teachers using IXL Math perceived improved student enjoyment, confidence, and effort since using the program. 100% of teachers surveyed said that their students' confidence in learning math increased. 77% of teachers said that their students' level of effort increased. Teachers using IXL Math in their classrooms reported an overall positive experience with the program. 100% of teachers said that it was likely that they would recommend IXL Math to other teachers. 93% of teachers were somewhat or very satisfied with the program. No teacher indicated dissatisfaction with the program.


Reading Goal(s): Math Goal(s): X Climate Goal(s): Graduation Goal(s):

Action Plan


8/21/2015 Implement IXL in all math classes school wide.

Success Criteria


Purchase, set up teacher and student accounts and provide training for new staff and students.

9/4/2015 Monitor student IXL usage and frequency.

10/30/2015 Monitor student IXL usage and frequency.

2/29/2016


Heather Frye Computers, iPads, IXL licenses and training of new students and staff.




8/21/2015 Monitor effectiveness of IXL aligned with benchmark assessments and standards.

Success Criteria


Student performance on unit 1 pre-assessment, progress on IXL aligned with improvement on benchmark assessment.

10/28/2015 Student performance on unit 2 pre-assessment, progress on IXL aligned with improvement on benchmark assessment.

1/14/2016 Student performance on unit 3 pre-assessment, progress on IXL aligned with improvement on benchmark assessment.

3/24/2016


Heather Frye Illuminate program and consumables. Training on the program. IXL tools and materials (iPads, computers, licensing) and monitoring sheets.



10/13/2015 Pilot Guided Math in two 7th and 6th Grade classrooms.

Success Criteria





Strategy

In order to better serve and support our EL and SpEd students' academic growth, we are going to be more strategic with co-teaching in order to have the appropriate class ratios of SpEd/EL students in the co-taught classes. We are also going to better streamline co-teaching by having our resource teachers co-teach in Math and English teachers and our EL teachers co-teach in Science and Humanities. Co-teachers have a common prep time this year. (AP 2020: Inclusive Practices to Strengthen Core Instruction)


Research/Rationale on co-teaching: Honigsfeld, A., & Dove, M. G. (2010). Collaboration and co-teaching: Strategies for English learners. Corwin Press.

Gurgur, H., & Uzuner, Y. (2010). A Phenomenological Analysis of the Views on Co-Teaching Applications in the Inclusion Classroom. Educational Sciences: Theory and Practice, 10(1), 311-331.

Conderman, G., Bresnahan, V., Teacher, S. E., & Pedersen, T. (2008). Purposeful co-teaching: Real cases and effective strategies. Corwin Press.

Walther-Thomas, C. S. (1997). Co-Teaching Experiences The Benefits and Problems That Teachers and Principals Report Over Time. Journal of learning disabilities, 30(4), 395-407.


Reading Goal(s): X Math Goal(s): X Climate Goal(s): X Graduation Goal(s):

Action Plan


8/20/2015 Provide PD and support to co-teachers.

Success Criteria


Follow-up on the Aug. 20, 2015 PD to see how co-teaching is going.

9/30/2015 Survey students and co-teachers.

12/11/2015 Survey students and co-teachers.

5/2/2016


Admin, ILT Training, survey, 1:1 or co-teaching team meeting



9/1/2015 Monitor class dynamics (size, demographic ratios).

Success Criteria


Follow-up with counselor, EL teachers and Resource teachers.

9/30/2015 Follow-up with counselor, EL teachers and Resource teachers.

10/30/2015 Follow-up with counselor, EL teachers and Resource teachers.

1/29/2016


Admin Meeting time



Strategy

In order to reach our Reading Goals, we will be implementing AVID school wide, a Content Leveled Library and Read 180 for our targeted reading students. We will have a literacy coach this year who will be working with students in the red/yellow/bubble bands on the MCA and supporting teachers through small group interventions, PD, etc. Teachers will be monitoring student progress in their PDPLC groups. (AP 2020: Quality Core Instruction)


AVID: The Magnificent Eight: AVID Best Practices, Final Report, CREATE (2002)

The purposes of this study were threefold: 1) to assess the relative efficacy of the 11 AVID Program Essentials and explore whether other program features are also critical to program goals, 2) to examine the schoolwide effects of AVID, and 3) to identify and recommend changes in AVID program essentials or staff development that the AVID Center might make based on research findings. The findings are broken down into two sections: 1) a description of the eight site programs in terms of their implementation of and fidelity to the existing 11 Essentials, and 2) the schoolwide impact of AVID. Although the study found that there was not a hierarchy of Essentials (all were important and interrelated), three additional Essentials were proposed: 1) AVID provides support for students to succeed in higher level mathematics. 2) AVID teachers participate in on-going, high quality staff development through local workshops and AVID Summer Institutes. 3) The AVID site coordinator must be a seasoned, highly-respected, and dedicated senior teacher with specific knowledge and skills. The AVID coordinator must be an expert in college admissions, public relations, and other special areas. Schoolwide effects were found on several levels within the schools: the adoption of AVID teaching methodology, student binders, Cornell Notes, and AVID tutoring; raised expectations and improved outcomes for students schoolwide; schoolwide reform and use of data; involvement in school-level decision making; and a positive influence on the school and students culture for learning and college-going.

Research on Content Leveled Library: Clay, Marie M. Becoming Literate: The construction of inner control. Auckland, New Zealand: Heinemann Education, 1991.Fountas, Irene, and G.S. Pinnell. Guided Reading: Good First Teaching for All Children. Portsmouth, NH: Heinemann Educational, 1991.Fountas, Irene, and G.S. Pinnell. Matching Books to Readers: A Book List for Guided Reading, K3. Portsmouth, NH: Heinemann Educational, 1999.

Additional research on Content Leveled Library: PADI (page a day initiative presentation) from John Wolfe from the MPLS Multilingual Dept. (see PowerPoint).

Read 180 Research (take straight from http://www.scholastic.com/read180/pdfs/R180_Compendium_2014.pdf. More information can be found on the same website): Since the initial launch of READ 180 in 1999, years of effectiveness research, combined with reports of its practical use in classrooms around the country, have contributed to the ongoing refinement and improvement of the program. Now, with the nation’s focus on the Common Core, READ 180. Next Generation holds a pivotal place in meeting the demands of the standards. By individualizing and adapting practice with the necessary foundational reading skills, READ 180 Next Generation is the on–ramp that allows struggling readers to access more complex texts. READ 180 instruction, ali



Reading Goal(s): X Math Goal(s): Climate Goal(s): Graduation Goal(s):

Action Plan


8/21/2015 Implement the five critical reading strategies school-wide.

Success Criteria


All staff will be trained on the five critical reading strategies.

Administer pre-student survey on usage and understanding of five critical reading strategies.

9/30/2015 Staff will provide a reflection on how they've implemented the five critical reading strategies in the classroom.

12/11/2015 Staff will complete a final reflection on how they've implemented the five critical reading strategies in the classroom.

Administer post-student survey on usage and understanding of five critical reading strategies.

5/2/2016


Academic Leadership Team (Mai Chang Vue, Casey Strecker, Justina Bisch, Jim Sanders)

AVID training for new staff (teacher reserves), AVID posters and consumables.



8/21/2015 The EL department will be developing and implementing a leveled content library aligned with grades 6-8 Science and Individuals & Societies and monitoring student growth.

Success Criteria


Creating and introduction of content library with staff.

8/24/2015 Reflection on the use of the leveled library.

12/1/2015 End of the year reflection on the implementation of the leveled library.

5/2/2016


EL Department - Catherine Forst and Debi Moravetz.

Printing costs, staff time into creating and maintaining the leveled library and staff trainings.



8/21/2015 The Special Ed and Reading department will implement Read 180 for all their students. The students in Read 180 are the Yellow and Red students.

Success Criteria


Read 180 training for new staff and ensure that all staff have Read 180 tools and materials.

Administer SRI at start of school and 1 month after to get Fall data.

8/17/2015 Administer Winter SRI, review growth data and set new goals.

12/1/2015 Administer Spring SRI, review growth data and set new goals.

4/1/2016



Dan Magnuson, Jim Glaser, and Robin Loes. Computers, Read 180 materials, and training for new staff.



8/20/2015 Implement Read 180 Block (We are piloting one 6th grade Read 180 block. Students in this block are mainly in the reds/yellows).

Success Criteria


Literacy Specialist and IS will work with RW 6 and 7 teacher to help establish the structure of the Read 180 block.

8/20/2015 Literacy Specialist and IS will monitor and provide feedback on structure.

Monitor Fall SRI growth data.

10/1/2015 Monitor Winter SRI growth data.

1/29/2016


Literacy Specialist, IS, Admin Training, Read 180 licensing and materials



Title I RequirementsCoordination and integration of federal, state and local resources: Each school receives its budget from the General Fund, Compensatory Education, Title I, LEP and Special Education at the same time to support integrated planning. Schools develop a budget that is based on the District’s Academic Agenda and the individual school’s improvement plan. Instruction by Highly Qualified Staff:All paraprofessionals in MPS are Highly Qualified. MPS has a plan in place to assure that teachers are both licensed and meet the NCLB definition of “highly qualified” in the subject areas that they teach. Every teacher who does not meet the NCLB definition of “highly qualified” has been contacted by the MPS Human Resources Department and has received assistance in developing a plan to become highly qualified. All teachers at this school are highly qualified Yes X No

Title I RequirementsCoordination and integration of federal, state and local resources: Each school receives its budget from the General Fund, Compensatory Education, Title I, LEP and Special Education at the same time to support integrated planning. Schools develop a budget that is based on the District’s Academic Agenda and the individual school’s improvement plan. Instruction by Highly Qualified Staff:All paraprofessionals in MPS are Highly Qualified. MPS has a plan in place to assure that teachers are both licensed and meet the NCLB definition of “highly qualified” in the subject areas that they teach. Every teacher who does not meet the NCLB definition of “highly qualified” has been contacted by the MPS Human Resources Department and has received assistance in developing a plan to become highly qualified. All teachers at this school are highly qualified Yes X No

Highly Qualified Teachers to High Needs Schools:Recruiting and hiring teachers is managed at the district level. A school team comprised of the principal and other licensed staff, interview staff for open positions at the school. These interviews provide an opportunity for the school team to discuss school priorities with the applicants.Teacher Turnover Rate: Average Experience Level of Teaching Staff: Strategies for transition; preschool / early childhood to kindergarten, elementary to middle, middle to HS:1. Does the district or school offer early learning programming (Pre-K)? If so, please describe the program.Yes: MPS offers early childhood education programming through its High Five Programs and a Three School program. High Five is a preschool program for Minneapolis children who turn four by September 1st, will start kindergarten the following fall, and live in Minneapolis. Three School is a half day preschool program for children who turn three by September 1st. The District offers 44 sections of ½ day programming and 4 sections of full day High Five and 1 section of Three School. Each High Five and Three School child has an Individual Learning Plan created by the family and the teacher designed to meet each child’s stage of development and learning style. Teachers use a whole-child approach and work on language, literacy, numeracy, movement, social, and emotional development. Instructional supplies for High Five and Three School are provided. MPS uses both Title 1 and Minnesota School Readiness funds to provide High Five at every school with 50% or more free/ reduced priced meal eligibility. Children who qualify for free/reduced meals are given priority in the registration process. In addition, children who are identified through Early Childhood Screening as being at risk for school failure are given priority entrance into the program. We serve over 960 preschoolers

Teacher Name Grade(s)* Subject Plan When

LOVICK, JOCELYN M 5-9 or any combination SPANISH HOUSSE End of 2013-2014 school year

LOVICK, JOCELYN M 5-9 or any combination SPANISH - ADVANCED PLACEMENT

HOUSSE End of 2013-2014 school year

WENDINGER, ASHLEY 5-9 or any combination ALGEBRA/INTEGRATED MATH I HOUSSE End of 2013-2014 school year

YAMASHITA, KAZUSA 5-9 or any combination JAPANESE Enrolled in program

End of 2013-2014 school year

*Grade(s) is/are based on the value assigned in the STAR Manual


annually through these programs.2. Describe the collaborations and strategies that are evident between the elementary school and feeder early learning programs (e.g. Head Start, community-based programs, school readiness) to transition early learning students, especially those considered “at-risk”?Minneapolis Public Schools (MPS) has a long history of collaboration with community early childhood partners and of implementing shared strategies with early learning feeder programs to support positive transitions in kindergarten. These activities include the following:

· Early Childhood Screening collaborates extensively with HeadStart and other community agencies and providers· Kindergarten registration information to parents at screening, online, shelters, medical clinics, and other community

locations and events· School Tours· School Information Fair· Kindergarten registration day support· IEP Transition meetings provided to ECSE families over summer. ECSE teachers also attends IEP meetings at child’s

new school· Parent Resource Connections through the Multilingual Department (MLL)· MLL Early Childhood Parent Workshops· Joint HeadStart and MPS Transition to Kindergarten Committee· Back Pack Presentations at HeadStart sites: McKnight, Fraser, Glendale, Northeast & Park Place· Parent Resource Fair· Teacher Summit· Kindergarten Tours at Green, Loring , Bryn Mawr, Waite Park & Pratt· MPS New Family Center staff visits preschool sites: Joyce, CCC, St. Johns, ECFE housed sites, and Centro· Early Childhood sessions of Connecting Parents to Educational Opportunities (CPEO)· School Readiness contracts with community partners· MPS Early Childhood Education invite community partners to participate MPS Early Childhood training opportunities· High Five Teachers track and follow up on school request cards· Partner with Northside Achievement Zone and Minneapolis Youth Coordinating Board to improve services and

transition to kindergarten for families entering MPS3. Describe how the collaboration with early learning providers in the implementation of the District K-3 Literacy Plan and the B-12 Blueprint for Literacy plan aligns the feeder early learning program to the elementary school reading achievement.The MPS PK-3 Literacy plan is in the process of being rewritten with a target date for completion end of July 2013. This is being rewritten to reflect the Pk-3 alignment in curriculum, assessment and professional development that is happening within the District and with key community partners. Over the past 18 months, MPS has worked on developing and introducing Focused Instruction. Focused Instruction is one of MPS' key strategies for raising the achievement of all students, closing the achievement gap and preparing students for college and careers. Put simply, Focused Instruction is about making sure that learning expectations are consistent and high across MPS. It also helps ensure that teachers have the materials, training and time they need to provide all children with rigorous learning opportunities. Curriculum guides have been developed for four year olds programs, kindergarten, first and third grade. The guides for second grade will be completed in the 2013-2014 school year. Professional development has been planned to ensure teachers and principals have a deep understanding of how to utilize the guides to maximize student learning. Online resources are being developed to increase teacher utilization and to provide parents and community partners with clear information about MPS expectations, curriculum, assessments and learning targets. These are shared with community early childhood providers with the goal of increasing alignment and ensuring smooth effective transitions into kindergarten.In addition, specific activities undertaken that align MPS PreK to k-3 are as follows:

· The MPS ECE Master Teachers regularly meet with literacy team, Pre-K - 5 Literacy RTI team, and McKnight Literacy groups to ensure alignment in the work.

· Pre-K is one of the key steps delineated in the district's literacy plan as well as the MPS Academic plan.· High Five programs are located in MPS elementary schools and serve primarily targeted populations. Programming is

intentionally focused on eliminating disparities in student achievement.· Both Pre-K and K-3 utilize Minnesota Reading Corps Members and strategies in the classrooms to improve student

literacy skills· MPS Early Childhood Education and K-3 Literacy TOSA’s provide ongoing professional development and support to

HeadStart and Way-To-Grow around early literacy, focus on kindergarten and first grade standards and how to prepare students, how to help families support learning at school.

· MPS provide information and support on a monthly to other community partners through our Early Childhood Family Education program.

To support students’ transition between the elementary and middle schools, open houses are hosted at many middle schools to orient elementary school parents and students to middle school programs and to inform their school choices. Middle school counselors then visit elementary schools each spring to assist students with academic planning. As students enter middle school in


the fall, schools utilize their advisory programs to orient students to school policies and procedures. Advisory program’s curriculums continue to support successful student transitions throughout the year through academic support, character education, student advocacy, service learning, and community building.Students transitioning from middle schools to high schools are supported through specific transition and orientation activities as well as ongoing academic planning throughout the middle and high school years. Middle school students complete yearly planning activities that continue into high school with counselors via the My Life Plan. My Life Plan supports a continuous connection for students between academics in schools and their post-graduation plans. In addition, eighth-grade students participate in the Camp 2013 summer program that orients them to the high school academic program. Finally, a number of other programs such as student shadowing and ninth grade academies support students’ transitions into high schools.

The Minneapolis Public Schools works through the Minneapolis School Readiness Collaborative to partner with community organizations. This group focuses on inter-agency problem solving and effective communication with families. The Collaborative has a Transition Advisory Group that specifically works on supporting families as they transition into kindergarten. Early Childhood Education staff work with partnering agencies to meet the needs of the communities they serve. Open houses, information sessions, Early Childhood Family Education classes, tours for families and Kindergarten Registration Events are all used to help support the transition. In addition, the District has created and distributes a booklet, Getting Ready for Kindergarten, to help families prepare their children for kindergarten and guide them through the enrollment process.To support students’ transition between the elementary and middle schools, open houses are hosted at many middle schools to orient elementary school parents and students to middle school programs and to inform their school choices. Middle school counselors then visit elementary schools each spring to assist students with academic planning. As students enter middle school in the fall, schools utilize their advisory programs to orient students to school policies and procedures. Advisory program’s curriculums continue to support successful student transitions throughout the year through academic support, character education, student advocacy, service learning, and community building.Students transitioning from middle schools to high schools are supported through specific transition and orientation activities as well as ongoing academic planning throughout the middle and high school years. Middle school students complete yearly planning activities that continue into high school with counselors via the My Life Plan. My Life Plan supports a continuous connection for students between academics in schools and their post-graduation plans. In addition, eighth-grade students participate in the Camp 2013 summer program that orients them to the high school academic program. Finally, a number of other programs such as student shadowing and ninth grade academies support students’ transitions into high schools.Family Involvement:All Title I schools are required to develop, annually review and evaluate the effectiveness of a Family Involvement Plan with input from parents of students who attend their school. See attached Family Involvement Plan and Parent/School Compact.


Schoolwide Title IAll schools receiving Title I funds must write a schoolwide improvement plan that adheres to federal requirements as stated in Public Law 107-110, the No Child Left Behind Act of 2001. The following sections address each of the ten required components, not already addressed in the plan. Strategies for effective and timely assistance for low achieving students: How does the school ensure instruction is standards-based and that all students have equal access to instruction that meets MN standards?If you are a Priority, Focus or Continuous Improvement school, please describe how you use an amount equivalent to 20% of your Title I allocation for improvement activities that directly support students not meeting academic standards

To ensure that all students have access to high-quality content and instruction that meets MN state standards, all teachers use the district supplied Focused Instruction (FI) curriculum which is standards-based. Teachers use the online curriculum guides for instructional planning and they use benchmark assessments to measure student mastery of each unit’s long-term learning targets and to inform backwards design of units and lessons. Teachers attend grade level/content-specific focused instruction cohorts throughout the year. When teachers need support in an area of their professional practice, they are able to access the appropriate resources or professional development opportunities through coaching/mentoring (SOEI), professional development, or (PDPLC’s) other channels for continued learning.

Throughout the year, students are enrolled in all eight MYP core requirements: Language and Literature (English), Math, Sciences, Individuals and Societies (Humanities), Performance Arts (Choir, Visual Art, Band, Orchestra, Guitar), Design (Technology), Health and Physical Education, and Language Acquisition (Japanese, Spanish, French). The only exceptions are students who need additional support and are enrolled in English Language Development, Reading Intervention, and MathCorps. All teachers, regardless of content, use AVID reading strategies which prepare students for high level readings and standardized tests. This year we will be providing ELL/SIOP professional development to all our staff as part of our Reading goal. In addition, 4.8% of our school budget comes from Title I, in which 98.5% is used for instruction in Math and Reading. With the exception of our advanced math classes, all our math classes are small due to additional staffing of math teachers with Title I funding. Moreover, ALC (Area Learning Center) is offered to students in reading and math, particularly students who are identified as not meeting academic standards. Anthony has the Connecting Parents to Educational Opportunities (CPEO), a Title I focused parent program for seven consecutive weeks which includes a graduation upon completion. The parent learn the process of standards-based instruction and assessment. Anthony provided its second annual State of the School address which focused on standards based curriculum, climate, standardized test scores, family involvement, and the next steps. We have instituted the Check and Connect program at Anthony; students who have attendance concerns and/or academic challenges are being assisted by its’ staff. Our deans work directly with students in the classroom in which the class sizes are larger and it is difficult for one teacher to meet all the needs.Plan to include teachers in decisions regarding use of academic assessments: All teachers have access to Classroom for Success, a student data system, to track, analyze, and report on assessment results, interventions, and participation in special programs. Teachers meet in their grade level teams and PDPLCs (Professional Development Process Learning Community) weekly to examine and discuss student progress and learning. Teachers use and have access to Tiered Instruction (common interventions) that informs what they should do when students perform far below or far above expectations for their grade level. Effective strategies and interventions is accessible on CFS, along with the training needed to support teachers.

In addition, we have an ILT (Instructional Leadership Team) and Data Coordinator. The ILT and SST (Student Support Team) meet bi-weekly to share and review academic and behavorial data to develop strategies and action plans to support reading, math, and other content areas. The Data Coordinator is available to provide data to grade level teams, PDPLCs, and administration to further inform what sort of training and support is needed. Most teachers, more specifically 6th grade teachers, have a common prep to allow for additional discussion about student work, assessments and common planning and team teaching. On top of meetings and prep time to look data, teachers participate in semester data and MYP retreats to further examine student progress and instructional strategies to ensure that all students’ needs are met.


continuous school improvement plan anthony...

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