1. Version 4.0, B.Johnson Quarterly Review #1, October 2013:
Olson Middle School

2. Quarterly Review Goal & Purpose
The goal of the SIP Quarterly Review process is to increase academic outcomes for ALL students with particular attention to closing the achievement gap.
Purpose:
SIP QR #1 will provide a discussion framework for answering the following questions:
Where are we now?
Where are we going?
How will we get there?
How will we monitor progress?
Emphases:
Share our plan for the year (SIP)
Identify challenges and opportunities for additional support
Ask and answer questions regarding SIP

3. Mission & Vision: Olson Middle School
Mission: The mission of Olson is to create a culture that will instill in our students the intellectual, social and personal habits of mind necessary for success in college. We are a 6-8 grade school that offers a learning environment where students are the center of academic achievement as well as personal development that teaches students how to have lifelong learning and success. Vision: Every student college-ready

4. School Leadership: Olson Middle School
Instructional Leadership Team (ILT)
Principal: Karon Cunningham
Assistant Principal: Evelyn Kimble
Assistant Principal Intern: Bart Johnson
Instructional Facilitator: Jeff Wendelberger
Math Coach: Cheryl Tucker
Building Leadership Team
ILT
Grade-level representatives
Special Education Faculty
English Language Learner Teacher
Mental Health Professionals
Support Staff

5. Demographic Data Olson Middle School Gender Racial & Ethnic Groups
Socioeconomic Status
Special Education Status
English Learners Status
Students’ Home Language

6. Racial & Ethnic Demographics

7. Socioeconomic Status

8. Special Education Status

9. School Culture & Climate
Olson Middle School
Communication
Stakeholders
Staff Survey Results Summary
Tripod Student Surveys
Climate Goals
Meeting Climate Goals
Attendance & Engagement
Students: Behavioral referrals, removals, suspensions

10. Climate Goals in the School Improvement Plan
The number of student receiving suspensions at Olson Middle School will decrease by 30% from 2013 to 2014 and an additional 20% in The number of African American students who are suspended at Olson Middle School will decrease by 30% from 2013 to 2014 and an additional 20% in 2015.

11. Meeting the Climate Goal
Strengths:
Weekly JAM Sessions
Monthly Staff Meetings
Collaborative Team Meetings
Weekly Content PLCs
Weekly PBIS Meeting to review data (representatives from grade levels, specialist, special education, ELL, support staff, and Check & Connect)
Parent Conferences with grade level teams and support staff
Relationship building (gender based groups, staff mentoring, and Cargill e-mentoring)
Student recognitions (attendance, academic, behavior, and sports)
New teachers assigned building teacher mentors

12. Meeting the Climate Goal
Challenges:
Teacher turnover (new teachers to the building; the entire 7th grade is new)
Two new support staff (7th grade team without assigned grade level behavior support for 1 month, as of October 18, 2013)
Unfilled positions (new SERT, math, Specialist (due to teacher going to District office)).
Integrating students from Cityview, Charter, Day Treatment Programs, JDC and SPAN into Olson’s culture
Multiple students with mental health issues (treated and untreated)
Gang conflicts

13. Meeting the Climate Goal
Key Actions and Monitoring:
PBIS team will examine data weekly
Professional development: Teach Like a Champion (Lemov, 2010). All teachers and behavior support staff will receive training to develop school-wide common strategies to:
build relationships
teach expectations
manage classrooms
Social-emotional learning during Advisory on Mondays
Peacemaking Circles
Second Step
Weekly Student Mentoring (Cargill e-mentoring, staff-students)
Student Support groups (Gender based)

14. Attendance & Engagement
Olson Middle School

15. Attendance

16. Engagement: Behavioral Referrals

17. Racial Ethnicity: Student Behavioral Incidents

18. Attendance & Behavior Data Summary
The number of students with 95% attendance is up from the previous two years.
93 students have received one or more referrals this school-year
Racial disproportionalities exist in number of behavioral incidents:
African American students are over-represented by 27%
Asian students are under-represented by 14%
American Indian students are under-represented by 3%
Latino students are under-represented by 2%
White students are under-represented by 8%

19. Attendance & Behavior Data Summary
Strengths:
Collaboration with SSW, Attendance SSPA and Check & Connect staff (Attendance Team)
Daily check-ins with students and Attendance Team)
Home visits
Phone Calls (Robo-calls and Attendance Team staff)
Three-Day absence letters
Contracts with students

20. Attendance & Behavior Data Summary
Challenges:
Inaccurate data (Discovery – reserve teachers)
Missing or inaccurate and lack of current contact information (after repeated attempts to obtain)
New Discovery training not currently available to attendance team staff (District waiting for Discovery update)
Transportation (buses not picking up students, new drivers not aware of routes)
Key Actions: Continue to focus on the strengths

21. Systemic Professional Practices
Olson Middle School

22. Professional Learning Communities
Version 4.0, B.Johnson
Professional Learning Communities
PLCs(1-2 Slides)
Strengths:
Returning teachers (6/15) are familiar with and have used Data Team cycles
ELA and Math use MAP and MCA data to differentiate and focus instruction
ELA and Math professional development is responsive to staff/student needs
Challenges: Uniformity of data use across all content areas. Reading and math use MAP and MCA data; Social Studies and science are in the process of implementing the Data Team cycle.
Key Actions:
Bart Johnson to facilitate Science PLC.
Evelyn Kimble to co-facilitate Social Studies PLC
Whole school PLCs around AVID Critical Reading and SOEI.
Monitoring: ILT, and math, science, and ELA PLCs. Data team results are shared in team meetings.

23. Challenges to Systemic Practices: New Staff

24. Focused Instruction Strengths: Challenges:
Scope & Sequence: teachers are aligning instructional pacing with curriculum guides.
Learning Targets: teachers consistently communicate and make visible ( Tripod Survey – Consolidate was 60% (exceeded District average)).
Formative Assessments: most teachers are using the benchmark assessments
Differentiation: The ELA/ESL collaboration at all grade levels to align programs; Focus math classes.
Analysis and Response: Most content/grade-level teams utilize assessments to inform team planning. (Long classes)
Challenges:
10/10 teachers in FI grades are new to district and/or new to FI.
Teachers are challenged of following grade level expectations and providing differentiated skills instruction based on academic needs.

25. Focused Instruction
Key Actions: Schedule includes 2 “Long” sections of ELA and Math to address foundational skills instruction.
Monitoring: Benchmark tests in PLCs.
Needs for Support: Training for teachers who are not trained (substitutes for FI days).

26. Master Schedule: Olson Middle School, 2013-2014
6th Grade
7th Grade
8th Grade
9: :15
Advisory
10:15-11:15
Elective
 Focus
10:15-11:30
Long
Enrich.
10: :30
 Enrich.
11:15-12:07
Short
11:30-12:25
11:30-12:00
Lunch
12:07 - 1:00
12: :55
12:00-12:52
1:00 -1:30
LUNCH
1:00-2:15
Reading
12:52-1:45
1:30 - 2:45
2:15 - 3:05
1:45-2:45
Focus
2:45 - 4:00
3:05-4:00
 Reading

27. Student Achievement Data
Olson Middle School
MMR & Focus Ratings

28. Multiple Measures Rating Non-Designated Site (2013)
Version 4.0, B.Johnson
Multiple Measures Rating
Non-Designated Site (2013)
MMR increased from 24.40% in 2012 to 26.44% in FR increased from 28.15% in 2012 to 33.78% in 2013.

29. MMR vs. FRPL for Title 1 MPS Middle Schools
Northeast
11.63
80.8
Anwatin
12.52
82.3
Olson
26.44
92.8
Sanford
38.59
62.5
Ramsey
59.48
41.6
Anthony
67.63
38.5
Note the inverse relationship between MMR and FRPL with Olson as the exception.

30. Focus Rating vs. FRPL for Title 1 MPS Middle Schools
Northeast 12
80.8
Anwatin
82.3
Sanford
28.44
62.5
Olson
33.78
92.8
Ramsey
59.48
41.6
Anthony
67.63
38.5
Note the inverse relationship between Focus Rating and FRPL with Olson as the exception.

31. Student Achievement Data
Olson Middle School
Mathematics

32. Student Achievement: MCA Math, All Students
2010
2011
2012
2013
State
64.7%
56.0%
61.3%
60.2%
MPS
45.9%
37.6%
39.3%
42.2%
Olson
33.8%
23.0%
24.5%
25.5%

33. Racial Achievement Gap: Math MCA, 2009-2013
Version 4.0, B.Johnson
Racial Achievement Gap: Math MCA,
The white and American Indian populations are considerably smaller than the majority population.

34. Math Growth by Ethnicity

35. Math Data Summary from 2012-2013
Olson students performed below the State and District averages in math proficiency on the MCA
Olson students performed ~20% lower than their MPS peers on the MAP one-year’s growth metric
Asian students performed higher than the District average for one-year’s growth
Asian students performed the highest in both proficiency and growth
On MCA proficiency, there was a racial achievement gap between students:
39% of Asian students were proficient
33% of American Indian students were proficient
28% of White students were proficient
22% of African American students were proficient
Cell size for Latino students was too small to report (N=5)

36. Math Goal from the School Improvement Plan
Version 4.0, B.Johnson
Math Goal from the School Improvement Plan
The percent of all students in all grades tested who earn achievement levels of Meets the Standards or Exceeds the Standards on the Math MCA-III at Olson Middle School will increase from 17 % in 2013 to 30% in 2014 and to 45% in 2015.
Two different categories that the State looks at. One, if the MCA-III and the other one includes MTAS and Modified (All of the accountability test..

37. Professional Practices: Math
Weekly Professional Learning Communities
Teacher observations with feedback (Math Coach)
Data team cycles/common assessments uncover student strengths and foundational needs
2 Math teachers per grade level allow for small class sizes and individualized instruction
2 “Long” Periods allow for foundational skill instruction
Extended day programs will focus on building mathematical strategies and competencies (the data from Data team cycles will determine the strategies)

38. Student Achievement Data
Olson Middle School
Reading

39. Student Achievement: MCA Reading, All Students
2010
2011
2012
2013
State
72.4%
74.0%
75.3%
57.6%
MPS
52.5%
56.2%
56.9%
41.8%
Olson
45.3%
46.2%
49.5%
25.8%

40. Racial Achievement Gap: Reading MCA, 2009-2013

41. “Red Zone” Reading Trend Data: MCA, 2009-2013

42. Reading Growth by Ethnicity

43. Reading Data Summary from 2012-2013
Olson students performed 35% below the State and 18% below District averages in reading proficiency on the MCA
Olson students performed 13% lower than their MPS peers on the MAP one-year’s growth metric
American Indian students and students in Special Education performed higher than the District average for one-year’s growth
American Indian students performed the highest in both proficiency and growth
On MCA proficiency, there was a racial achievement gap between students:
34% of American Indian students were proficient
33% of White students were proficient
31% of Asian students were proficient
23% of African American students were proficient
Cell size for Latino students was too small to report (N=5)

44. Reading Goal from the School Improvement Plan
The percent of All Students in all grades tested who earn achievement levels of Meets the Standards or Exceeds the Standards on the Reading MCA-III at Olson Middle School will increase from 18 % in 2013 to 30% in 2014 and to 45% in 2015.

45. Meeting the Reading Goal
Professional Practices: Where are we now?
Weekly PLCs (Data Team Cycles)
Common Core Professional Development
Conscious creation of a literacy culture
4 days per week leveled reading strategy instruction
20-minutes of self-selected reading per day (IMGREATT)
AVID Critical Reading Strategies school-wide
20 minutes of reading at home per night
Extended day programs incorporate comprehension strategies
2 “Long” periods allow for foundational skill instruction

46. Systematic Vocabulary Instruction
Strengths:
ELA/EL collaboration – EL teacher collaboratively plans and co-teaches with each grade level ELA teacher
School-wide teaching of Tier II vocabulary through Word of the Day
Professional Development in PLCs on Academic Language provided by the EL teacher
Challenges:
Finding collaborative time
Keeping up with the FI pacing and teaching (based on the needs of our students

47. Systematic Vocabulary Instruction
Key Actions:
Master Schedule has been designed to facilitate ELA/EL co-teaching and Word of the Day vocabulary instruction
Utilize curriculum guides in Focused Instruction that focuses on academic and content language
Monitoring: Data team cycles monitor use of academic language
Needs for Support: Availability of Reserve Teachers to allow opportunities to attend Professional Development training

48. Family & Community Engagement
Olson Middle School

49. Family & Community Engagement
Strengths:
Diversity of approaches to engage families (AVID, Get Ready, Beacons, CPEO, Project Success, Family Nights, sporting events)
Diversity in language and culture of our families (Hmong New Year, Black History)
Challenges:
Transportation
Families whose students are struggling the most are the ones that we see the least and have the most difficulty involving in their child’s education

50. Family & Community Engagement

51. Family & Community Engagement
Key Actions:
Personal phone inviting parents to conferences and school events
Phone calls to build relationships and to provide positive feedback on academic and behavior improvement.
Team conferencing with parents for readmit meetings and to address academic and behavior concerns.
Quarterly family nights
Parent Training (Parent Portal and CPEO)
Invite families to student performances and student recognition programs.
Computer give-away
Grade Level competitions
Robo-calls in two languages (English and Hmong)

52. Family & Community Engagement
Monitoring:
Parents sign-in/sign-up
Parent surveys
Verbal feedback
Needs for Support:
Parent resource room (computers; information on employment, housing, training, community challenges, drug/alcohol addictions, mental health)
Families and community have access to wrap around services to meet the social, emotional, psychological and health needs of our students

53. Questions/Comments

54. Next Steps