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Roseville Area Middle School: Risk Takers on the Move Middle School Success Emporium June 22, 2010 Juanita HoskinsJulie Gabos Lisa LindquistKerry Gamble.

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Presentation on theme: "Roseville Area Middle School: Risk Takers on the Move Middle School Success Emporium June 22, 2010 Juanita HoskinsJulie Gabos Lisa LindquistKerry Gamble."— Presentation transcript:

1 Roseville Area Middle School: Risk Takers on the Move Middle School Success Emporium June 22, 2010 Juanita HoskinsJulie Gabos Lisa LindquistKerry Gamble Tana BogenholmTodd Olson

2 Mission of Roseville Area Schools Quality Teaching and Learning for All…Equity in All We Do

3 Guided by our Core Values Equity Commitment Curiosity Responsibility Integrity Compassion Respect Sense of Belonging

4 Equity Vision

5 RAMS Road Map Change in grading practices RAMS Academy Focus on Equity Focus on Literacy PBIS Pre-AP ELL – Sheltered Content Target Services – SLAM, SEGE, AVID

6 Grading Practices

7 RAMS Academy An in-school homework/assignment help program whose main purpose is to set aside time during the school day for students to complete missing assignments that might other wise prevent the student from being successful in a class.

8 Focus on Literacy

9 2009-11 Academic SMART Goal Using the fall to spring MAP growth indicators in reading, RAMS students will move from baseline (55-64% of students meet expected growth in RIT target) to Progress (65-69% of students meet expected growth in RIT target) by Spring 2011. Using the fall to spring MAP growth indicators in math, RAMS students will move from baseline (55- 64% of students meet expected growth in RIT target) to Progress (65-69% of students meet expected growth in RIT target) by Spring 2011.

10 Historical Perspective: Are we getting better, worse or staying the same? Academic YearReadingMathematics 2007-200849.8%47.9% 2008-200954.0%52.1% 2009-201055.7%58.7% Percent of RAMS students meeting/exceeding their individual target growth, fall to spring. **DOES include outside growth range students as reported by NWEA, not Viewpoint

11 Current Perspective: 2009-2010 A closer analysis: by growth rate Amount of GrowthReadingMathematics Double Growth42.2% (typical 25%) 30.4% Triple Growth26.7% (typical 10-15%) 10.8% Four x or more18.1% (typical 5-7%) 4.2% Reading Only Growth by YearDoubleTripleFour or more 2007-200836.8%23.5%15.3% 2008-200940.1%26.9%16.8% 2009-201042.2%26.7%18.1% **DOES NOT include outside growth range students, data collected through Viewpoint

12 Current Perspective: 2009-2010 A closer analysis: by NCLB/other groups NCLB/ Other Groups Met / Exceed Growth Math Nat.Am/Alaskan Native50%100% Asian/Pac.Isl.54.9%71.7% Hispanic49.1%48.3% Black58.2%41.8% White56.3%60.3% Free/Reduced Lunch53.4%54.9% ELL53.8%67% Gifted/Talented66%72.7% Special Education53%46.9% Vision Card Coding =Vision (>/= 70%) =Progressing (65-69%) **DOES include outside growth range students as reported by NWEA, not Viewpoint

13 2009-11 Equity SMART Goal During the 2009-11 school years, RAMS will reduce the discipline referral to less than 10% over-representation of students of color.

14 Positive Behavioral Interventions & Supports

15 What is PBIS? Positive Behavioral Interventions & Supports Framework for improving our schools social behavior climate and supporting or enhancing the impact of academic instruction on achievement. The emphasis is on preventing problems and providing a comprehensive and consistent continuum of positive behavior support. Staff can use data to evaluate their efforts. Shifting the focus to prevention minimizes behavioral problems and increases academic time for students.

16 When this type of system is fully in place: Staff are more consistent in their expectations and actions. Students and staff are positively recognized for demonstrating expectations. Families and the community know these expectations. A more positive relationship exists between and among staff and students. Focus is on an educational approach to teaching, modeling and acknowledging expectations. Providing predictability, stability, clear limits, consistency, and routine helps create safe learning environments. Structure helps children develop internal control and self-discipline by organizing their world and providing age-appropriate opportunities for them to make their own positive decisions.

17 Raider Pride Expectations Be Responsible Show Respect Build Community

18 PBIS 2009-2010 So Far… New Discipline Referral Form

19 PBIS 2009-2010 So Far… Raider Pride Kick-off

20 PBIS 2009-2010 So Far… And a Few Others: Good News postcards Lifesaver Awards Poster Contest How are we Raider Pride? Celebrations for reaching milestones (passing time music, hat day, Yo-Yo guy, Picnic/TC.) Staff T-Shirts, New Banners

21 End of School Celebration Raider Pride Picnic

22 Reward Presentation with TC!

23 Data Tracking Offenses Locations Date Time of Day Race Team/Grade Level Gender

24 Office Discipline Referrals

25 Trends

26 Number of Referrals

27 Referrals by Race

28 PRE-ADVANCED PLACEMENT (Pre-AP)

29 Pre-AP is… An inclusive program for encouraging more students to access higher learning A way of thinking and approaching the classroom A tool for working together in the same direction A system for strengthening the skills every student needs to succeed – in AP, on SAT, in college, and in careers It is neither a prescribed set of courses nor a prescribed curriculum.

30 Pre-AP – not a course, but a concept that: Builds rigorous curricula Promotes AP access to more students Prepares students for success when they take AP and other challenging courses

31 Effects of Pre-AP and AP Better prepared academically More likely to choose challenging majors Likely to complete more college-level work Likely to perform significantly better than students who did not take AP courses More likely to exercise leadership More likely to graduate with a double major Twice as likely to go into advanced study Willingham and Morris,1986, UT Study 1988

32 What does it look like at RAMS? Science Inquiry Labs instead of Cookbook Labs K-12 Vertical Alignment English Common Vocabulary K-12 Aligned Rigorous Curriculum Social Studies Focused on four main concepts K-12 Vertical Alignment Math K-12 Vertical Alignment

33 English Language Learner Program

34 Sheltered Content Teaching language through content Math English Science Social Studies Qualified staff ELL Students are an asset to our school community

35 Short Video www.youtube.com/watch?v=AVQOLpdShAc

36 2009-2010 Success Math 67% met or exceeded growth goals 22.4% of ELL students are at or above grade level, compared with 18.7% in the fall Reading 23.4% of ELL students are at or above grade level, compared with 6.2% in the fall (17.2% increase!)

37 SEGE Social Emotional Gifted Education TOPS Targeted Opportunities for Success S.L.A.M. Students Learn & Achieve More AVID Advancement Via Individual Determination

38 TOPS-Targeted Opportunities for Success Targeted Services (nicknamed TOPS - Targeted Opportunities for Success), is a year- round extended academic math and reading program for K-8 students who have lower test scores, academic concerns, or are identified by teachers as at risk for academic success. Qualifying students are invited to attend before and after school classes taught by licensed teachers, often their own classroom teacher.Continual Learning Plans are developed for each student by the teachers. There is also a 5-week summer school program offered free which also provides transportation and a snack. The small class sizes, 12 students or less, allow teachers to meet the individual student needs and provide intensive reinforcement of necessary math and reading lessons necessary for success during the school day. Continual Learning Plans are developed for each student in partnership with teachers and parents.

39 S.L.A.M. Students Learn and Achieve More SLAM Saturday is an extension of TOPS. It meets on Saturday toward that end of each Trimester. Students are invited to attend if they are missing work and/or have low grades. 4-5 staff have the students go through an academic boot camp: organization, computer (school center checking grades), cleaning out their binders and lockers, role playing, self advocacy, goal setting and work time to complete work. Students receive full credit for their work.

40 GT-Gifted and Talented 4-5 identfied gifted and talented students are intentionally clustered into classrooms in order to benefit their learning needs. Students have opportunity to be a part of SEGE- Social Emotional Gifted Education group. It is is offered daily and students choose 1-2 days a week during their advisory.Topics vary each week and groups range from 3-20. It is lead by the GT Resource Teacher.

41 Advancement Via Individual Determination Students need to meet the AVID national criteria, interview and are selected to be in the year long class. Criteria: Free/reduced lunch, 1st generation college, special circumstance,ethnic group underserved in 4 year colleges. Students must maintain a C average, have good behavior and attendance. Began in Roseville 2008-8th and 10th 7th-12th for 2010-2011 AVID Advancement Via Individual Determination

42 College prep class that teaches college readiness skills and strategies as well as team building, identity and self advocacy activities, support academically and socially. AVID takes students in the middle who show potential to advance with more rigorous course work in order to be college ready. AVID Advancement Via Individual Determination

43 Questions?

44


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