Improvement Plan 05 07

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Cameron Middle School’s School Improvement Plan for 2005-2007 TITLE ONE SCHOOL  Current School Council Members Administration: Parents: Judith S. Kelly Carolyn Griffin Janet Fitzpatrick Julie Ross Faculty: School Committee liaison: Angie Goldberg David Miles Stephen Manning David Prince Eileen Stark-Glassman   Community members: Margaret Moore, Barnes and Noble Anne Plaisted, Middlesex Savings Bank

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Our three goals are: 1. To improve mathematics skills across all grades. 2. To improve reading and writing skills across all grades. 3. To encourage and provide opportunities for parents and guardians to return to school with their students for evening programs.

First goal: To improve mathematics skills across all grades : 

First goal: To improve mathematics skills across all grades Analyze assessments, look at strengths and weaknesses, and use data to implement change

Math Assessments: : 

Math Assessments: * MCAS math scores * District math assessment in September and January * Department of Education simulated visit in March 2006 * Teacher Reports

Activity AIn addition to teaching math across the disciplines, using Math’s Mates for improving computation skills, having many professional development opportunities for staff, working in conjunction with the other math teachers at Fuller and Walsh, and offering a summer academy with a strong math component, we feel the continuation of three programs from last year have made a difference. : 

Activity A In addition to teaching math across the disciplines, using Math’s Mates for improving computation skills, having many professional development opportunities for staff, working in conjunction with the other math teachers at Fuller and Walsh, and offering a summer academy with a strong math component, we feel the continuation of three programs from last year have made a difference. Outcome A 1.      Math Olympiad and MathCounts competitions for those who achieved proficient and advanced scores; 2.      After school clubs and activities in C-Camp such as Fun with Food and Outdoor Adventures; 3.      And differentiation stations in all math classes.

Activity BWe also added some new programs this year that have had a strong effect on students’ math abilities. : 

Activity B We also added some new programs this year that have had a strong effect on students’ math abilities. Outcome B 1. MCAS Math Academy (for students in the needs improvement range); 2. A second math class (for students who were in the warning category); 3. And a full time math specialist to do small group instruction, co-teach, and provide professional development.

Activity CWe embrace constructive criticism and through analysis of data we are considering changes next year. We will continue to look at our programs and strive to improve math skills for all students.: 

Activity C We embrace constructive criticism and through analysis of data we are considering changes next year. We will continue to look at our programs and strive to improve math skills for all students. Outcome C All teachers will be required to do vocabulary word walls and teach math vocabulary. All students will maintain a special math vocabulary notebook. All teachers will consistently teach students how to answer math open response questions. Students will get regular practice answering open response questions with homework, warm-up activities, and on assessments.

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GOAL #1 Curriculum & Instruction Word walls and other means to teach vocabulary and how words translate into mathematical expressions needs to be explicitly taught and reinforced. There is no consistent approach to teaching word problems and their translation into mathematical problems across the grades. The lack of vocabulary knowledge hinders students in their ability to solve problems. To target all students to improve in the math MCAS by 3-5 points. Specifically to target the special education students to improve by 1-4 points. DATA On the MCAS scores the aggregate population was at a 56 CPI for the last two years. In addition, the special education population during cycle 3 had a -8.4 CPI change. Then in cycle 4 the special education students had a -3.4 CPI. Students were also administered a district assessment in September 2005 and then in January 2006. On the district assessment students in mainstream/inclusion classes in grade 6 received a 54% while those in self contained math classes had an average of 40% for a score. In seventh grade the difference was 54% in mainstreamed/inclusion classes and a lower 26% in the self-contained class. While in 8th grade students had a 44% in mainstreamed and inclusion classes and those in a self-contained math class had a 29% average. CAUSALITY

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Teachers Administrators Students Teachers will be provided access to the literacy specialist for ideas on mutiple ways to teach and assess vocabulary. Students will help teachers maintain word walls in each mathematics classroom. Teachers will include (cumulative) words on all (cumulative) assessments. Math reference sheets will be used when doing problems in class to help reinforce math vocabulary. Each time new vocabulary is taught teachers will ensure it is written in the students' math notebooks. Word walls will be hung on at least one bulletin board throughout the year. Assessments will have word problems that require students to draw on their knowledge of words that signal operations and translate these words into mathematical symbols in order to solve the problem. Teachers will spend time teaching vocabulary and reinforcing vocabulary and this will be observed by the principal with walk-throughs and seen in lesson plan books. Principal walk-throughs. Teachers will pass in assessments to the principal on the last day of each month. Administrators will look monthly at student notebooks and specifically at vocabulary written in their notebooks. INSTRUCTIONAL CHANGE OBJECTIVES (Teaching strategies) Indicator or evidence of implementation Timeline and record of implementation Responsibilty Students will learn new content vocabulary as well as, words that signal an operation and action words, each week and teachers will continuously reinforce former vocabulary words. Word walls will be in all classrooms with definitions and the words themselves. Vocabulary will be used on all assessments reinforcing words that have been learned. Math reference sheets will reinforce words that signal an operation in mathematics. Students will keep a math vocabulary notebook that can be used as a reference guide throughout the year. Students will be taught vocabulary in multiple ways. Students will be familiar with at least three-five new vocabulary words every two weeks as they undertake new standards. Students will be able to interpret vocabulary into mathematical symbols and solve problems. Lesson plans on a weekly basis will have teachers doing instruction on vocabulary. Teachers will use this vocabulary on all assessments at least once every other week. Teachers can do notebook checks. Homework assignments will show use of vocabulary. Warm-up activities at least once a week will use vocabulary that needs to be understood in order to solve problems. Teachers Administrators STUDENT LEARNING OBJECTIVES Indicator or evidence of success Timeline and record of accomplishment Responsibilty

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Curriculum & Instruction GOAL #1 On both the English language arts and the math MCAS test students have shown that they perform poorly on open response questions. Math teachers must teach and reinforce how open response questions should be answered so students not only know how to solve a problem correctly but also know how to explain their work and show the steps that need to be used in solving a problem. There must be a consistent approach among all the math teachers instructing students with open response questions and provide opportunities on a regular basis in order to reinforce it. To target all students to improve in the math MCAS by 3-5 points. Specifically to target the special education students to improve by 1-4 points. DATA On the MCAS scores the aggregate population was at a 56 CPI for the last two years. In addition, the special education population during cycle 3 had a -8.4 CPI change. Then in cycle 4 the special education students had a -3.4 CPI. Students were also administered a district assessment in September 2005 and then in January 2006. On the district assessment students in mainstream/inclusion classes in grade 6 received a 54% while those in self contained math classes had an average of 40% for a score. In seventh grade the difference was 54% in mainstreamed/inclusion classes and a lower 26% in the self-contained class. While in 8th grade students had a 44% in mainstreamed and inclusion classes and those in a self-contained math class had a 29% average. CAUSALITY

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Teachers Administrators Teachers will teach students how to respond to an open response question by hanging directions on a wall in the classroom, passing out a reference sheet with its explanation, and asking open response questions on warm-up activities, assessments and for homework. Math reference sheets with the open response approach will be used 2-3 times a week to reinforce the correct method and offer opportunities for practice. Directions for doing an open response question will be on hand for all to see. Lesson plan books will make note of when open response questions are given and practiced. Reference sheets will be on student desks when administrators walk through. Student assessments and warm-up problems will show open response questions. Lesson plan books will be looked at monthly by administration to see each teacher's timelines for teaching open response. Principal walk-throughs. Sample MCAS open response questions will be added to tests and/or quizzes throughout the year to be passed in to administrators on last day of the month. INSTRUCTIONAL CHANGE OBJECTIVES (Teaching strategies) Indicator or evidence of implementation Timeline and record of implementation Responsibility All students will understand the steps in sequential order to solving open response questions. Students will be able to first question whether the problem looks familiar, what skills need to be known, what information can be ascertained through any graphs or pictures, learn to underline important information, do a step-by-step solution, show all their work, label their answer and check to be sure the answer makes sense. Students will be able to do open response math questions with confidence and familiarity. Students will recognize an open response question and know how to "tackle" it. Beginning in the fall and going throughout the year open response questions will be taught and administered. Teachers' lesson plan books will show the teaching and then reinforcing of open response questions. Homework assignments will have open response questions. Teachers Administrators Math Specialist STUDENT LEARNING OBJECTIVES Indicator or evidence of success Timeline and record of accomplishment Responsibility

Second goal: To improve reading and writing across all grades. : 

Second goal: To improve reading and writing across all grades. Analyze assessments – such as the QRI and Gates MacGinitie, look at strengths and weaknesses, and use data to implement change in reading as discussed by the staff.

ELA Assessments: : 

ELA Assessments: * MCAS English language arts scores * District QRI results * Wilson reading improvements * Gates MacGinitie * Teacher reports

Activity AWe continue to have great success implementing our many reading initiatives. Many writing contests and writing prompts are undertaken and we feel the programs we have begun previously, and which still continue, have been advantageous. We are also proud to have an annual visit from the author of So Far From The Bamboo Grove (a 7th grade novel), Yoko Kawishima Watkins.: 

Activity A We continue to have great success implementing our many reading initiatives. Many writing contests and writing prompts are undertaken and we feel the programs we have begun previously, and which still continue, have been advantageous. We are also proud to have an annual visit from the author of So Far From The Bamboo Grove (a 7th grade novel), Yoko Kawishima Watkins. Outcome A 1.  Two full-time literacy specialists – doing small group work, co-teaching in classes, and offering professional development; 2.  Constant practice in reading and writing across all disciplines; 3. Summer Academy with a strong ELA component.

Activity BThis year we have implemented more initiatives in literacy. We continue to offer direct instruction to students and professional development to all teachers.: 

Activity B This year we have implemented more initiatives in literacy. We continue to offer direct instruction to students and professional development to all teachers. Outcome B More co-teaching across the disciplines with specific emphasis in answering open response questions and comprehending non-fiction writing. A stronger emphasis on understanding poetry. Use of new instructional strategies such as Socratic Seminars, book chats and great authors.

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Activity C To continue to improve student understanding of poetry and non-fiction writing. Outcome C DOE reading grant and Cameron reading committee. More consistent approach to poetry in ELA classes. Professional development on teaching reading of non-fiction to teachers across the disciplines.

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Curriculum & Instruction GOAL #2 Non-fiction cannot just be taught in English language arts classes but must be taught and reinforced across all disciplines. Instructing students in how to read a textbook or understand a biography is the work of all content area teachers in the school. Most of the burden has been placed on English teachers who spend a great deal of time teaching required novels and fictional short stories. It is important to be sure that all content area teachers are knowledgeable about teaching students how to read and comprehend works of non-fiction. To target all students to improve in the ELA MCAS by 3-5 points. Specifically to target the special education students. To improve by 2-4 points. DATA To interpret & analyze the Gates-MacGinitie that is administered to all students, the QRI that is given to students having trouble with reading comprehension, the WILSON reading test for those decoding a few grades level below and the MCAS ELA exam. The results showed that students had the most difficulty reading works of non-fiction and in understanding and interpreting poetry. Only 46% of the students were able to identify, analyze, and apply knowledge of the purpose, structure, and elements of nonfiction or informational materials. In poetry, the students' average score on the open-response question was a 1.88 out of a 0-4 scale. They had difficulty responding to and analyzing the effects of sound, figurative language, and graphics in order to uncover meaning in poetry. CAUSALITY

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Curriculum & Instruction GOAL #2 Inferences and symbols are difficult for students to understand. Reading poetry and making connections to metaphors and inferential language prove difficult, especially for the numerous students whose first language is not English. We have a very large Latino and Hispanic population who speak Portuguese and Spanish at home and are not familiar with English expressions and poetry. Secondly, teachers have typically saved their poetry units for the end of the year. Therefore, poetic terminology and literary devices have not been reinforced throughout the school year. To target all students to improve in the ELA MCAS by 3-5 points. Specifically to target the special education students. To improve by 2-4 points. DATA To look at the Gates-MacGinitie that is administered to all students, the QRI that is given to students having trouble with reading comprehension, the WILSON reading test for those decoding a few grades level below and the MCAS ELA exam. The results showed that students had the most difficulty reading works of non-fiction and in understanding and interpreting poetry. Only 46% of the students were able to identify, analyze, and apply knowledge of the purpose, structure, and elements of nonfiction or informational materials. In poetry, the students' average score on the open- response question was a 1.88 out of a 0-4 scale. They had difficulty responding to and analyzing the effects of sound, figurative language, and graphics in order to uncover meaning in poetry. CAUSALITY

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STUDENT LEARNING OBJECTIVES Indicator or evidence of success Timeline and record of accomplishment Responsibilty Students will be able to read a poem and understand its figurative and literal meanings and be able to discuss its meanings and morals. Students will read poems and be able to "use relevent and specific information" from a poem to support their answers. Students will be able to explain deeper meaning in poems and be able to pick out alliteration, similes, metaphors, personification and hyperbole. Students will be able to analyze poems for their deeper meaning and come to understand specifics that are written in poems. Monthly lesson plan books passed into administration. Principal Teachers INSTRUCTIONAL CHANGE OBJECTIVES (Teaching strategies) Indicator or evidence of implementation Timeline and record of implementation Responsibilty Teachers will give over more instructional time teaching poetry and exposing students to various poems. Teachers will do their poetry units earlier in the year and reinforce poetic terminology and literary devices throughout the school year.Teachers will ensure that students will be able to read, discuss, and understand: poetic sounds (alliteration, rhyme schemes...), figurative language (personification, hyperpole...), and graphics (capital letters, word positions .....). ELA teacher lesson plan books. Pre-tests and post-tests on poetry. Use of past MCAS test questions related to poetry. Homework assignments (shown on yourhomework.com) of lessons in poetry. Principal checklist

Third goal: To encourage and provide opportunities for parents and guardians to return to school with their students for evening programs. : 

Third goal: To encourage and provide opportunities for parents and guardians to return to school with their students for evening programs. Use of survey results, number of parents/guardians in attendance at events, and feedback from parents/guardians at PTO meetings.

Activity A: 

Activity A We tried new parent/guardian evening programs in an attempt to encourage more participation. We also sent home information to parent/guardians to assist students with their academics. Outcome A A laminated math menu & helpful math websites were sent home to all households. A movie night featuring “Willy Wonka” was held in the cafeteria and authors and artists night will be held in June. All teachers use yourhomework.com to post daily homework as well as long & short term projects. A lengthy and informative newsletter is mailed home each month

Activity BParent/student events that had the largest crowds this year are:: 

Activity B Parent/student events that had the largest crowds this year are:   Outcome B Halloween Haven (Make a Difference Day) Spaghetti Dinner with entertainment Math, Visual Arts, and Literacy Nights (Authors and Artists Night)

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Parent/Guardian Get Togethers for 2005/2006    PTO Meetings – 9/7,10/19, 11/2, 12/7, 1/4, 2/1, 3/1, 4/5, 5/3,6/7    Open House – 9/27 Admin. and Teachers Parent Education Night – 10/6 Counselors Halloween Haven – 10/29 Staff and Admin Spaghetti Dinner – 11/8 Student Council Advisors and Parents Morning PTO Meeting – 11/10 Admin and Parents Craft Fair – 11/19 Curriculum Specialists/ Admin/parents Visual Arts Night – 11/29, 3/8, 6/6 Art teacher Fall Musical – 12/16 & 12/17 Teachers Math Night – 1/26 Math specialists and Math Teachers Winter Instrumental Concert – 1/25 Music Teacher Movie Night – 2/7 Admin and Parents 5th grade Curriculum Night & Tour – 3/7 Admin and Sixth Grade Teachers 8th grade Parent Night – 3/14 Admin and HS Admin Jazz Band Performance at Town Hall – 3/25 Music Teachers Drug Safe Program – 4/3 Three Middle Schools Town Wide PTO Meeting – 4/24 Admin and Parents Spring Drama – 4/26 & 4/28 Teachers 6th grade Chorus Concert – 5/11 Music teacher Sage Showcase – 5/15 Sage teacher Parent evening for those in grief – 5/25 Counselors and Admin Pops Concert – 6/1 Music Teacher Authors/Artists Night – 6/6 Literacy specialists, ELA and Art Teachers Portfolio Day – 6/6 ELA teachers and Literacy Specialist Award Ceremony – 6/15 Admin and Teachers Promotion Ceremony – 6/19 Admin and Teachers