1. Reaching for the Stars: Exploring New Destinations in 2012-13

2. Where have we been?

3. Vision: By providing a quality education, we empower diverse individuals to achieve personal success and become competent, productive and responsible citizens.

4. Our Seaford School District Strategic Plan is for Educator s to focus on

5. 2012 Spring DCAS Proficiency Rate: Middle School compared to the District and State Where have we been?

7. 2011 SPRING and 2012 FALL COMPARISON % of Grade Level Students Meeting or Exceeding Standard on the Reading DCAS 90 80 76% 70 67%63%67% 60 50 44% 40 38%39% 30 20 10 0 SIMA6TH7TH8TH GRADE LEVEL 40%

12. Literacy Increase the percentage of students meeting and exceeding the standard on the Reading DCAS Assessment Reaching for the Stars: Exploring New Destinations in 2012-13 SMS Reading Subgroups % Prof. # of Students AYP % of increase # of students African American 23%5858%35%88 Hispanic 46%4060%14%12 ELL 6%252%46%16 Special Education 6%842%36%48 Multicultural 36%2474%38%25 White 54%18579%25%86 All 33%26470%37%297

13. Literacy Increase the percentage of students meeting and exceeding the standard on the Reading DCAS Assessment Reaching for the Stars: Exploring New Destinations in 2012-13 SMS Reading Subgroups Fall % Prof. Spring I % Prof. Spring II % Prof.AYP African American 23%27%58% Hispanic 46%59%60% ELL 6%19%52% Special Education 6%14%42% Multicultural 36%38%74% White 54%56%79% All 33%46%70%

14. Yes, we know who to target!

15. MEASUREMENT, ANALYSIS, AND KNOWLEDGE MANAGEMENT -SOAR to Success -Treasures and Triumphs assessment data -William and Mary assessment data -Junior Great Books assessment data -Coaching walk-throughs -Formal observations -Minutes from PLCs -Data from DCAS, MAPS, DCAS ALT-1 -Lesson Plans -Classroom Formative and Summative assessments -Progress Monitoring -Report Cards and Progress Reports -Read 180 assessment data -Compass/Odyssey data -IEP Goals -Boost-Up -Spring Board -Learning Point Navigator -Summative/Formative Benchmark Data PROCESS MANAGEMENT To reach our goals the staff will work cooperatively in grade level teams and PLCs to: Collect, analyze and disaggregate data from multiple sources to guide instruction, enrichment and intervention decisions (DCAS, MAPS, formative and summative student data.) Implement and evaluate research based intervention programs based on academic needs for targeted students (African American and Special Education) : Treasures, READ 180, Triumphs, William and Mary, Junior Great Books FACULTY AND STAFF FOCUS  LFS/Skillful Teacher  Co-Teaching  Reading Specialist  Read 180  CSI Team  SDT  Walk-Throughs  SIP  PLC/PD

16. Action steps/objectives/ processes Timeline Person(s) ResponsibleResources Needed Monitoring tools or data points (formative & summative) Monitoring: Date and by whom Provide focused reading instruction for all students (Tier 1) in grades 5 – 8 who read below grade level or need reading support, with emphasis on African American and Special Education Students All reading/ELA teachers All Special Education Teachers ELL Support Para PLC Teams DCAS MAPS-R ELA Curriculum  Junior Great Books  William and Mary  Treasures and Triumphs  SOAR to Success SDT Reading Specialist Ongoing classroom observations Formative and summative assessments Quarterly review of data specific to action plan by ELL Support Para, PLC teams, All reading/ELA teachers, All Special Education Teachers, Reading Specialist, SDT and Administration Team Create pull-out for targeted subgroups (Tier 2 and 3) to provide reading instruction All 5-8 content and workshop teachers/PLC teams Reading Specialists ELL Support Para All Special Education Teachers Workshop/RTI:  QUEUE books  Learning Point Navigator Small Group Instruction/Pull-Out:  SOAR to success  READ 180  Odyssey/Compass Pre and Post Tests for DCAS content skills MAPS/DCAS data Odyssey/Compass data Lexile Scores for READ 180 Tri-Annual review of data specific to action plan by ELL Support Para, PLC teams, All reading/ELA teachers, All Special Education Teachers, Reading Specialist, SDT and Administration Team Conduct classroom walk-throughs to look for high impact literacy strategies to determine professional development needs. SDT, administration team SDT Reading Specialist ED Co-teaching specialist Walk-through tool  Levels of questions  ioDifferentiated activities  Formative and Summative Assessments  Critical Thinking strategies  Opportunities for collaboration Monthly data report compiled by SDT and discussed with administration team and district office supervisors. Teachers will provide opportunities for developing critical thinking strategies through the development and use of Bloom’s higher order questioning in class, in planning lessons, and on assessments All 5-8 teachers Administration Team SDT Professional Development from Critical Thinking Consortium  Walk-throughs  SDT  Classroom/DPAS II Observations  PLC discussions Administration Team All complete by end of 2012 – 2013 school year Students will read 20 minutes per night and/or 20 books per year. These books will come from Seaford Middle School’s Media Center. Homeroom Teachers Media Specialist Reading Specialist Reading Log kept by student with Lexile scores recorded Alert Now announcements to remind all and targeted students of the reading goal Monitored in homeroom with a SSR period of 10 minutes for 5 th, 6 th and 8 th grade and 7 th grade would find 10 minutes within the day Homeroom Teacher Weekly check of reading logs Quarterly review of all school data of logs Completion of goal by end of school year

17. Asked to read at least 3 nights a week! Use our Reading Logs to record this data on! This data will be collected by ELA teachers

18. Where were we and where are we now in MATH? % of Grade Level Students Meeting or Exceeding Standard on the Math DCAS 90 8072% 70 61%63% 60 55% 50 40 31%28%35% 30 23% 20 10 0 SIMA6TH7TH8TH GRADE LEVEL

24. Mathematics Increase the percentage of students meeting and exceeding the standard on the Mathematics DCAS Assessment Reaching for the Stars: Exploring New Destinations in 2012-13 SMS Subgroups % Proficient # of Students, Goal ~ AYP # of Students % of Goal Increase # of Student Increase ELL8%352%2044%17 Special ED3%442%5739%53 Hispanic39%3660%5621%20 White37%13179%28242%151 Multicultural27%1774%4847%31 African American16%4558%16342%118 All29%23070%56341%333

25. Mathematics Increase the percentage of students meeting and exceeding the standard on the Mathematics DCAS Assessment Reaching for the Stars: Exploring New Destinations in 2012-13 SMS Subgroups Fall % Proficient Spring I % Proficient Spring II % Proficient Goal ~ AYP ELL8%18%52% Special ED3%8%42% Hispanic39%48%60% White37%51%79% Multicultural27%38%74% African American16%28%58% All29%42%70%

26. FACULTY AND STAFF FOCUS  LFS/Skillful Teaching  Co-Teaching  CSI Team  SDT  Walk-Throughs  SIP  PLC/PD  CCSS alignment PROCESS MANAGEMENT To reach our goals the staff will work cooperatively in grade level teams and PLCs to: Collect, analyze and disaggregate data from multiple sources to guide instruction, enrichment and intervention decisions (DCAS, MAPS-M, formative and summative student data.) Implement and evaluate research based intervention programs based on academic needs for targeted students (African American and Special Education) : Queue, Odyssey/Compass, Learning Point Navigator, Math MAPS+ MEASUREMENT, ANALYSIS, AND KNOWLEDGE MANAGEMENT - Skill based pre and post tests -Coaching /walk-throughs -Formal observations -Minutes from PLCs -Data from DCAS, MAPS-M, DCAS ALT-1 -Lesson Plans -Classroom Formative and Summative assessments -Progress Monitoring -Report Cards and Progress Reports -Compass/Odyssey data -IEP Goals -Boost-Up -Spring Board -Learning Point Navigator -Summative/Formative Benchmark Data

27. Action steps/objectives/ processes Timeline Person(s) ResponsibleResources Needed Monitoring tools or data points (formative & summative) Monitoring: Date and by whom Provide focused math instruction for all students (Tier 1) in grades 5 – 8 who perform below grade level or need additional support in the area of math, with emphasis on African American and Special Education Students All math teachers All Special Education Teachers ELL Support Para PLC Teams DCAS MAPS-M Math Curriculum  CMP  IMP SDT Ongoing classroom observations Formative and summative assessments Quarterly review of data specific to action plan by PLC teams, All mathematics teachers, All Special Education Teachers, SDT, and Administration Team Create pull-out for targeted subgroups (Tier 2 and 3) to provide mathematics instruction All 5-8 content and workshop teachers/PLC teams All Special Education Teachers Workshop/RTI:  QUEUE books  Learning Point Navigator Small Group Instruction/Pull-Out:  Odyssey/Compass Pre and Post Tests for DCAS content skills MAPS-M/DCAS data Odyssey/Compass data Tri-Annual review of data specific to action plan by PLC teams, All mathematics teachers, All Special Education Teachers, SDT, and Administration Team Conduct classroom walk-throughs to look for high impact mathematics strategies to determine professional development needs. SDT, administration team SDT ED Co-teaching specialist Walk-through tool  Levels of questions  Differentiated activities  Formative and Summative Assessments  Critical Thinking strategies  Opportunities for collaboration Monthly data report compiled by SDT and discussed with administration team and district office supervisors. Teachers will provide opportunities for developing critical thinking strategies through the development and use of Bloom’s higher order questioning in class, in planning lessons, and on assessments. All 5-8 mathematics teachers Administration Team SDT Professional Development from Critical Thinking Consortium  Walk-throughs  SDT  Classroom/DPAS II Observations  PLC discussions Administration Team All complete by end of 2012 – 2013 school year Students will practice their basic multiplication and division facts by using flash cards (paper cards or internet sites) for 10 minutes per night Math Teachers Special Education teachers Math Fact Log kept by students Alert Now announcements to remind all and targeted students of the mathematics goal Monitored in math classrooms by using Power Drills Math Teacher Weekly check of Math Fact logs Quarterly review of all school data of logs Completion of goal by end of school year

29. Asked to take 2 opportunities to “re-do” their math! Use our Math Logs to record this data on! This data will be collected by Math teachers

30. Decrease the overall number of referrals generated by 10% at the conclusion of the 2012-2013 school year. (900-810) * Bullying *Repeat Offenders *Defiance of School Authority (158 to 142) *Disruption of the Educational Process (110 to 100) Reaching for the Stars: Exploring New Destinations in 2012-13

31. Asked to be the 1 that makes the difference at SMS each week! THE PLEDGE will challenge students to make a commitment to building others up rather than tearing them down. It's a pledge to be part of the solution - a call to step up and make a difference.

32. FACULTY AND STAFF FOCUS PD on Diffusing Techniques and Diversity Refresher PD in October, January and April months Workshop on a 3 day cycle (with Literacy and Math) CSI Team to address interventions and supports PBS Implementation Community Tour with data commentary for awareness Programs MEASUREMENT, ANALYSIS, AND KNOWLEDGE MANAGEMENT Administrative Walk Throughs SDT Walk Throughs Formal Observations Student Conversations Parent/Guardian Conversations Data review of referrals Pre-Referral Process School Climate Survey PROCESS MANAGEMENT To reach our goals the staff will work cooperatively in departments, teams, and cohort planning groups to: Collect, analyze & disaggregate data from multiple sources to guide instruction/intervention decisions. Implement and evaluate research based intervention programs Implement PBS as a school-wide initiative Plan instructional activities that engaging to our students to keep them in active learning every day.

34. to 2012~2013 school year… Academic and Behavior Intervention Log

38. SMS Literacy Intervention  Odyssey: Compass Learning (Boost Up, ELL)  Read 180  Reading Log  3-2-1 District Interventions  Reading Specialist  Parent Information Center  Response To Intervention  IST  Co-teacher  Race To The Top  Measure Academic Progress Literacy Assessments  Delaware Comprehensive Assessment System SMS Math Intervention  Odyssey: Compass Learning (Boost Up, ELL)  Math log  3-2-1 District Interventions:  Response To Intervention  Parent Information Center  IST  Co-teacher  Race To The Top  Measures of Academic Progress State Math Assessments:  Delaware Comprehensive Assessment System SMS Climate Intervention  Academic Behavior Intervention Log  Child Support Intervention  3-2-1 District Interventions:  School Climate Discipline Committee  Parent Information Center  Positive Behavior System  Professional Learning Community  School Success Team  IST Assessments:  Surveys  Academic/Discipline data – SOS Events

39. Reaching for the Stars: Exploring New Destinations in 2012-13

41. mathliteracyschool climate How do these “things” fit into an action plan to improve our school in the areas of math, literacy and school climate? CSI Compass Learning (Odyssey) Co- Teacher SCDC Reading Specialist MAPS READ 180 IST SDT RTI DCAS SST RTTT PLC LFS Skillful Teaching Formative Assess. Data Summative Assess. Data Stake- holders SIP AYP Safe Harbor Math Literacy School Climate Honors Program Common Core Standards Walk- Throughs Seaford Middle School Reaching for the Stars;: Exploring New Destinations in 2012-2013

42. AYP Annual Yearly Progress—Based on DCAS performance Common Core Standards National standards used by core subject teachers to design curriculum Compass Learning After school program (Jan-March) that assesses a student’s strengths and needs, and prescribes a personalized learning path complete with rigorous and engaging curriculum Co-Teacher Model Promoting collaboration in planning and instruction among regular educator and special educator. CSI (Child Supports and Interventions) Committee designed to provide necessary interventions to promote student achievement. Process: Generate list of students in need based on PLC Academic and Behavior Intervention Log submit list to CSI team CSI team meets 1-2xs a month to identify intervention needed for students CSI provides intervention/feedback for team DCAS Delaware Comprehensive Assessment Formative Data Data gathered from verbal and nonverbal informal assessments given frequently to asses student learning Honors Program Rigorous curriculum designed to challenge higher level students IST Instructional Support Team: Innovative program whose goal is to maximize individual student success (pre-referral process for identifying students with disabilities) LFS Learning Focused Strategies: District initiative of strategies used to improve student achievement. MAPS Administered in ELA and Math classes grades 6-8 to help teachers pinpoint—to the goal—strand level—where your students are ready to advance, and where they need help. Math, Literacy, School Climate Three goals for our school improvement plan PLC Professional Learning Community: 90 collaborative planning and data analysis READ 180 Designed for any student reading two or more years below grade-level, READ 180 leverages adaptive technology to individualize instruction for students and provide powerful data for differentiation to teachers Reading Specialist Responsible for implementing Read 180, providing professional development and teacher resource RTI Response to Intervention RTTT Race to the Top SCDC School Climate and Discipline Committee--Staff volunteers collaborate to improve the climate and discipline of the school SDT Staff Development Teacher: Teacher resource to help with data analysis, curriculum development and collaboration SIP School Improvement Plan—a plan (using Baltridge) designed by administrators and SST for school improvement and implemented and monitored by teachers and administrators SST School Success Team--Admin, department chairs, and electives collaborate to improve the school's academics and climate Stakeholders Parents, teachers, students, community involved Studying Skillful Teaching Administration, SDT, and teacher training to reinforce best practices by skillful teachers Summative Data Data gathered from common formal assessments administered at the end of a unit Walk-Throughs Non-evaluative daily walk-throughs conducted by administrative team, staff development teacher, and co-teacher. A “look-for” checklist will be used, shared with teacher and used during PLCs promote collaboration of what works and needs improvement (content/grade specific; not teacher) Descriptions of School Initiatives

45. Reading logs, math logs, Boost Up, PBS updates Co-teacher, critical thinking, CCSS, 2 nd Skillful Teacher Cohort Professional Development Schedule

46. SMS Needs Clear communication ~ ex. One contact for professional development Co-teaching training MAPS training Follow-through Goal-setting Consistency in procedures, protocol, among schools Timely resources Elementary/Secondary vertical alignment Common Core Standards Common summative assessments aligned with CCSS Student success? What happens to those who do not pass their grade with interventions? Inform parents/community about bullying Refer to Family Resource Center Parental involvement Read 180 ~ Shortened diagnostic test, placement of students Technology Math Interventions Time for SDT and reading specialist to meet, work with content teachers, IST, and other Funding Transportation

47. Faces of the Future I never meet a ragged boy in the street without feeling that I may owe him a salute, for I know not what possibilities may be buttoned under his coat. ~James A. Garfield~