Name of School: Bliss Carman Middle School School Year: 2018/19 SIP Priority 2: Increase Student Ability in the Field of Numeracy Goal: 90 % of Carman Middle School Students will meet or exceed the learning goals for the Number Sense strand. Baseline Data Indicators of Success Targeted Strategies / Actions Monitoring and Accountability Responsibility / Timeline Progress Notes What data sources are being used to establish the SMART Goal? What will it look like when the goal has been reached? What specific strategies/actions will be used to support achievement of the goal? (Actions should be new or practices that need to be refined.) How will progress towards the goal be monitored and how often? Who is responsible for specific strategies/ actions? What timelines are associated with the strategies/ actions? Updates To Be Added Throughout the Year ASD-W Assessment Achievement BCMS Common Assessments ASD-W Assessment Achievement Scale. 90% of our students will be in one of the top four categories. BCMS Common Assessments – 90% of students will meet the expectations for the Number Strand portion of their common assessments. Tier 1 & 2 Flexible Grouping Community Connections (Real life math opportunities/ guest speakers, Money and Youth, etc) Mental Math: embedded 20 min/week minimum Number skills practice including Mathletics program Increased use of IXL for regular instruction and enrichment Targeting of essential outcomes Use of common assessments with the goal of focusing on instruction and measuring growth. opportunities Tier 3 Individual Interventions – Implement small group program programming for Data Teams: Three times/year All stakeholders Teaching teams/math teachers/EST Team Math teachers/ M & R/parents Flex. Grouping at 6FI and grade 8FI level More seats purchased for IXL New common assessment for all grade level in Prime and FI
What data sources are being used to establish the SMART Goal? What will it look like when the goal has been reached? What specific strategies/actions will be used to support achievement of the goal? (Actions should be new or practices that need to be refined.) How will progress towards the goal be monitored and how Who is responsible for specific strategies/ actions? What timelines are associated with the strategies/ actions? Updates To Be Added Throughout the Year. ASD-W Assessment Achievement Scale ASD-W Assessment Achievement Writing samples Formative Assessment Conferencing French Immersion Language Arts – Continued use of strategies which are integrated in the Litteratie en Action. Accès au succès(Supporting struggling FSL learners) Formative Assessment (inner voice, entry/exit slips Mini Lessons (Writing Strategies) Focus on struggling adolescent writers Co-construction of Criteria using rubrics and sampling (for example, “What is a strong writing piece”) Conferring – conducting independent conferences Provide a variety of text of different text complexity to meet the needs of all students (novels, articles, texts, poetry, short stories, drama) Flexible groupings. Peer-coaching Modeling/Scaffolding Professional Learning Teams Emphasis and promotion of literacy in all subject areas. 3 times per year FILA teachers Language arts teachers Volunteers/LA teachers/M & Resource LA teachers/students LA teachers/District Leads Teaching teams LA teachers LA teachers/Dist Leads District Leads Literacy Committee FI lead support in Sept. Benchmark and writing focus group by Becky Gallant Meeting with Melissa Walker and Becky Gallant at beg. Of year.