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    Miller Junior High

    2018-2019

    School Goals and School Learning Plan

    ELA (English/Language Arts) Goal:  The percentage of 7th-grade students achieving a level 3 will increase from 45.5% to 49%, as measured by the Smarter-Balanced Assessment (SBA).

    ELA (English/Language Arts) Sub-Group Goal(s):  The percentage of 8th grade Low-Income students achieving a level 3 will increase by 4% as measured by the Smarter-Balanced Assessment (SBA).

    Math Goal: The percentage of 8th grade students achieving a level 3 will increase from 38.2% to 44%, as measured by the Smarter-Balanced Assessment (SBA).

    Math Sub-Group Goal(s): The percentage of 8th grade Hispanic/Latino students achieving a level 3 will increase by 4% as measured by the Smarter-Balanced Assessment (SBA).

     

    School Goals:

    (Systems, Leadership, Instruction, and Culture)

    Systems: Using data and implementing best practices, Miller staff expects all students to achieve at high levels and leave Aberdeen career and college ready 

    Smarter Balanced Assessment scores in ELA and Math will increase. (See goals above.)

    8th Grade State science scores will increase.

    Grades, Assessment, Discipline, and attendance data is shared with Miller staff each trimester by sub groups (AVID, EL, SWD, LAP/TITLE, Free and Reduced Lunch, and ethnicity).  Data (including student, staff, and parent/guardian surveys) is reviewed by Data Team and School Leadership Team.

    Each 7th and 8th Grade "team" meets bi-weekly (twice a month) to examine student data, plan & monitor interventions, and facilitate needed contacts with other school staff and/or parents/guardians 

    Additional time during Summer or through release days is available to teams and departments to prepare curriculum, examine data, develop team expectations, etc.

    Staff attend AVID trainings and implement AVID strategies which increase academic achievement for all learners.   Staff use additional time in the Summer to create AVID plan and create the train staff before school starts.

    Staff use data to identify which students are at risk for difficulties and provide more interventions before school, within the school day, and after school.

    Interim Assessments in Math and ELA are given to all students and data is used to plan instruction and design interventions.  

    The PBIS Team continues school wide work on Tier One and Tier Two interventions.  Student Recognition and positive behavior reinforcement will increase including, but not limited to: Student of the Month, Honor Society, SMAC (Students Making Academic Choices).  Positive recognition will be embedded into PBIS model.

    PBIS Tier One will include teaching schoolwide expectations and "team" expectations.  Tier Two will include increasing academic support for students out of class and reducing the time students are out of class. PBIS team uses time in the summer to refresh school plan, coordinate orientation, and deliver Professional Development.

    Leadership: All staff understand the school goals and work together to assist all students in meeting their individual goals.

    The membership of the school leadership team reflects the Middle School model with teams as well as curricular area represented. (English, Math, Science, Social Studies, PE/Health, SWD, EL, Electives, Counseling, AVID, and PBIS.)  Team members are expected to communicate topics and decisions to other staff members.

    Staff may participate on several other school teams like Advisory, PBIS, After School Program, and AVID.  District teams and task forces are also available for staff.

    Principal/Assistant Principal visit classrooms 2 periods per student day on average beginning November through June and provide AVID WICOR walk documentation when necessary and celebrate observed classroom success with all staff.

    Staff contribute to the Career and College readiness atmosphere on weekly Career and College Wear Days, Advisory Lessons, PSAT practice, Career Options Day, and promote a college going culture daily in their classrooms.

    Staff model enthusiasm for learning, follow PBIS expectations, equally support school wide expectations, and use growth mindset with themselves, their colleagues, and their students.

    Staff work together with our community as we transition to a 6-8 Middle School.

    Each staff person knows the students in their class, caseload, or school activity by name and need within the ESSA targeted population of SWD, ELL Title One and LAP, MultiRacial, and Native American.  

    Instruction: Using AVID/WICOR strategies daily in every course, staff and students set and monitor goals to prepare for career and college.

    All teachers post and implement a daily snapshot which includes an Essential Question and lessons reflect state standards.

    100% AVID schoolwide in all curricular areas, teachers use AVID WICOR strategies. W writing (focused note taking & summarization) I (Inquiry- leveled questions- Socratic Seminar, Collaborative Study Groups, and Philosophical Chairs work well) C  (collaborations- group work)  O (organization- student planners and binders) R (reading-  marking the text, summarization and vocabulary).  Staff provide evidence weekly of these strategies to the AVID team.  

    (Planners are used daily and MONTHLY planner checks are performed in advisory.)

    (Students are writing summaries and using 2 column notes as a way of focused note taking.)

    (AVID students are available to model AVID strategies in core classes.  AVID students are available to assist in Binder Hospital.)

    SWD (students with disabilities) students are supported in the least restrictive environment, and staff know each student’s IEP goals, accommodations, modifications and then communicate regularly with the case managers. (Student Schedules are checked by case manager before school starts and families communicated with.)

    EL (English Learners) students are supported in core classes and all staff use AVID strategies (including group work, vocabulary and summarization) with EL students 

    All staff are aware of students’ SBA scores and use this information when communicating with students.  All staff intentionally teach and support the Common Core Vocabulary.

    Staff strive to increase the number of students in rigorous classes.

    Academic, Behavior, Attendance interventions are offered in a tiered model (MTSS) and monitored frequently for effectiveness.

    Academic Interventions include:

    -       Reading and Math Support Courses (Grade 7) Reading Support Classes (Grade 8)

    -     Math teachers, including SWD math teachers, have access to needed materials

    -       Ongoing supports for Title One/LAP students and staff provided by the Title One/LAP Instructional Coach.

    -       Student Led Conferences for targeted students in October and January

    -    Student Led Conferences for all students in March

    -       District provided summer school for 8th graders who need pre-algebra math support.

    -       Before School, After School, and Early Dismissal Wednesday School Program offered

    -    Tier 2 academic support for students out of class

    -       Summer School for students needing academic support

    Culture: Our entire school community works together to provide a safe and supportive learning environment so all students can prepare for careers and college.  (School Climate, Transitions, Family Involvement)

    School Climate:

    Administrative Team will review the safety procedures for safety threats/intruder drills and update the staff on the plans.  School safety drills will be practiced in accordance with district, state, and federal guidelines.

    All staff teach and support the SEL (Social Emotional Learning) and PBIS (Positive Behavior Intervention Support) lessons in Advisory and in their classes.

    Our school will reflect positive messages, recognize successful students, and celebrate student success.  Our school campus will physically reflect our diverse student body.

    Transitions:

    6th Grade (and Grade 5 for the 2018-2019 school year) receive a variety of visits from counselors, trips to the Middle School, and an Orientation Parents/Guardian meeting both at the elementary school and at Miller.

    The first day of school provides a unique orientation experience for new students in a sheltered, structured method by reducing the number of students on campus the first day 

    Back to School Days provide families the opportunity for assistance by Miller staff to complete paperwork, review class schedule, and tour school.  All parents/families not attending Back to School Days are individually called (Parent Involvement Plan shared.)

    Open House before school starts provides families an opportunity to learn about the many programs and activities at Miller as well as meet all the student’s teachers. (Title One Services highlighted)

    Class of 2024 (7th graders) will be surveyed for feedback on the transition from 6th to 7th grade.

    6th-grade staff are invited to a breakfast at Miller to connect with former students, encouraging them to do well and to seek out additional supports at Miller if needed.

    Miller cooperates with the high school to support students transitioning to the high school- SWD students transitioned to high school SWD team, counselors meet with new counselor, administrative staff meets with high school administrators, and 8th graders have an orientation day at the high school in the spring.

    AVID Team works with the high school and elementary schools in their implementation of AVID.

    Family Communication

    Families are invited to Miller for a variety of times- Back to School Days, Open House, Student Led Conferencing, sporting events, music concerts, AVID Family Nights, GEAR UP Nights, and Title One Family Fun Nights.

    Families are surveyed regularly and feedback used for improving Title One Services and modifying the School Compact.

    All communication is provided to our families in Spanish to our population for whom Spanish is spoken at home- on the webpage, in mailings, and in the BlackBoard Connect calls.

    All Title One, LAP, ELL, SWD students and their families will be informed of the availability of the After School Program during Back to School Days, Open House, and Fall Conferences.  School will communicate this information in the families' home languages.

    In addition to Skyward, grades mailed at each 6 weeks, Miller communicates regularly with families when having concerns about students academic performance, attendance, social emotional issues, or behavior.  Positive feedback is provided at regular intervals as well.