Goal #2: All students will show growth in their writing ability. Rationale: Students need to be able to express themselves in written form in a variety of writing genres and transfer their thought process to written form in a coherent manner to advocate for themselves in society. Goal #3: All students will show growth in their speaking and listening abilities. Rationale: Being able to express oneself effectively, and also listening to understand is essential for our students to become contributing members of society. Most JMS students are from foreign backgrounds, so it is vital that their speaking and listening skills improve. Imagine Learning Language vs. Active Voice Devices vs. Informal Mood Conventions Word Walls Seminars chairs to understand Springboard materials, Imagine Learning, Accelerated Reader, Teacher, PTTs, eValuate ELA, Books for the Media Center, Planning Days, Stipends for additional work. Title III Imagine Learning through periodic STAR evaluation. Pre and Post Unit Writing Tasks All students will show an increase of at least one achievement level in the CCSS Writing standards over the course of a unit. Baseline data will be formulated through a unit pre-assessment. All students will show an increase of at least one achievement level in the CCSS Speaking and Listening Standards over the course of a unit. Baseline data will be formulated through a unit Pre and Post Test Speaking and Listening Tasks.
Math Department: Goal #1: Upon graduation from JMS, students will be fluent in math calculations. Rationale: Students need mastery of basic arithmetic and concepts in order to be prepared for real world experiences that involve critical thinking and problem solving. Goal #2: Upon graduation from JMS, students will be able to use their problem solving skills to solve real-world problems at grade level. Rationale: Students need to be able to critically, work collaboratively, and apply their problem skills to complex problems involving real-world situations. Master basic arithmetic (addition, subtraction, multiplication, and division) Master basic math concepts (fractions, decimals, percent) Application of arithmetic and concepts to real world problems Utilize the IXL math program Utilize Imagine Learning Math program (Think it Through Math) students to think critically in real world problems (Performance Tasks) through complex problems (Performance Tasks) math language to explain thinking (CER - PERC) opportunities to work collaboratively (CER - PERC) Math Dept Chair Curr. Coord. WSF Teachers, IXL Math, Technology for online programs, Go Math Materials, Planning Days, Stipends for additional work. Title I IXL Math, Technology for online programs, Go Math Materials, eValuate Math, Planning Days, Stipends for additional work. Title II Imagine Learning Math 90% or more of the students will show improvement in the following: Basic arithmetic assessments (addition, subtraction, multiplication and division) Basic math concepts assessments (fractions, decimals, percent) Application of arithmetic and basic concepts to real world problems All students will improve in their student reflection and rubrics which will be used to assess Performance Tasks and (CER) PERC activities. eValuate and IXL data will be used to assess for mathematical gaps. All classes will show improvement in eValuate scores. All students will gain the skills necessary for solving real world problems and performance tasks. assessment
Social Studies Department: Goal #1: Students will improve critical reading skills to help them better understand historical text, primary sources, and current issues. Rationale: Majority of our students are reading below grade level and struggle to comprehend historical nonfiction texts and concepts. Goal #2: Students will improve their skills in academic writing so they can critically engage with history. Rationale: Students routinely struggle with expressing their ideas through written form from a simple summary to an analysis of an historical event. TeenBiz goals to grade level text and vocabulary CER and IVF strategies Thinking maps of CER and IVF strategies paper writing pieces and One-pagers maps and other graphic organizers editing Social Studies Dept Chair Curr. Coord. WSF Teachers, Achieve3000, Planning Days, Stipends for additional work. Title I Achieve3000 Subscription, Makerspace lab supplies, Planning Days, Stipends for additional work. 100% of students will show Lexile level gains through TeenBiz. Grade level and school will post a 50+ annual Lexile gain. CER scores will show improvement in quality and addressed in Instructional Teams Formal research paper- percentage of A’s and B’s will increase by at least 10% CER scores will show improvement in quality and addressed in Instructional Teams
SpEd Department: Goal #1: Maintain/Increase communication skills of FSC/SMI students that leads to independent adult living. Rationale: Students in FSC/SMI classes lack the skills to communicate effectively to survive independently in society. Goal #2: Maintain/Increase social skills of FSC/SMI students that to independent adult living. Increase: 1) Appropriate behavior skills in/out of community, 2) knowledge of survival skills, 3) alternative means of communication through the use of adaptive devices. Rationale: Students in FSC/SMI classes lack the social skills to effectively survive independently in society. Goal #3: Increase the safety awareness in FSC/SMI students to be able to survive independently in society. Rationale: Students in FSC/SMI classes need to learn basic survival skills like understanding traffic signs, to live independently in society. Practice alternative communication devices (voice output) Ask/answer personal information & questions Learn different communication programs/apps on iPads and computers Picture/word games to practice articulation Survival words matching games Functional reading, writing, & money skills Participate cooperatively in activities like educational board games, and educational card games. Service learning and community service (GenEd students assisting with SpEd students in FSC/SMI classes) (e.g., Read aloud to students, reciprocal play) SMI: Use of voice output device to socialize during school day. Use of Hoyer Lift to transport student from point A to point B (SMI) Community Based Instruction (CBI) to generalize survival words and signs. Adaptive equipment for mobility and positioning e.g., therapy tables, therapy mats, bolsters, feeder chair wedges). SpEd Dept Chair Student Services Coord. WSF Technology devices, Planning Days, Stipends for additional work. TITLE I Planning Days, Stipends for additional work. IDEA Teachers, Communication devices Other Article VI Teacher Speech/Language Objectives All students will gain at least 1 year in their Goals & Objectives in their IEP’s All students will gain at least 1 year in their Goals & Objectives in their IEP’s All students will gain at least 1 year in their Goals & Objectives in their IEP’s
Counseling Department: Goal #1: Increase individual student attendance each quarter. Rationale: JMS struggles with many tardies and high chronic absenteeism. Strong attendance rates instill a good work ethic which is needed for future career success. High attendance rates are correlated with student success in achievement. Goal #2: Incorporate GLOs into school life. Rationale: Character development aligns with middle school concept Goal #3: JMS Students will engage in career activities and begin to think about college by getting better graders. Rationale: Aligned with DOE mission; vision of a DOE student is to be college and career ready. Due to the low SES demographics, JMS students need to know the possibilities and the hope of changing their pathway in life. Assign adult mentors with students identified as “at risk.” Use the LDS to identify students “at risk” of falling into the chronically absent range. Use quarterly assemblies to acknowledge and celebrate students with good attendance rates. activities addresses GLOs. behavior support eligibility criteria will reflect GLOs. of JTV will reinforce the meaning of being a caring, responsible, lifelong learner. of AA activities reflect student explorations of college, career pathways and student preferences. Day exposes students to post-secondary career opportunities. Couns. Dept Chair Registrar Couns. Dept Chair WSF Counselors, Attendance Incentives, Buses for Career Day and Service Learning Projects, JTV Media Equipment and Supplies, TARO PBS Incentives, Stipends for additional work. Title I Attendance Incentives, buses for Career Day, JTV Media Equipment and Supplies, Student Planners for all students, TARO Incentives, Stipends for additional work. – P20: Buses for Career Day, JMS Foundation: Buses, Attendance, and TARO PBS Incentives Campus attendance data. Chronic absenteeism will decrease by at least 5% Campus tardy data. # of students who qualify for incentive programs will increase by 5%. •Decrease by 10% of Class A and B offenses. • Reduction by 5% of the number of students with D’s and F’s on Quarterly Report Cards
Desired Outcome Enabling Activities (Indicate year(s) of implementation in next column) School Year(s) of Activity ART Accountable Lead(s) Source of Funds (Check applicable boxes to indicate source of funds) Define the relevant data used to regularly assess and monitor progress Continue to refine and align Instructional Team (Data Teams) systems to increase student achievement. Create a school environment and culture that focuses on and values learning. Implement at least 1 Department instructional improvement cycle per quarter. Integrate instructional strategies from Visible Learning, AVID, and/or GLAD. Integrate such improvement cycles into Professional Personal Development (PPDP) and Student Learning Outcomes (SLOs). 17-20 Curr. Coord. Dept. Chairs Admin. WSF Planning day subs, stipends Title I Planning day subs, stipends made assessments of instructional practice and student achievement/growth. data, STAR data, AR data, Imagine Learning data, TeenBiz data, SBA data. (See individual measures of progress in Goal #1 above) Increase student leadership opportunities. Integrate the GLOs into the curricula. Integrate service learning projects school wide, in leadership classes, and in AVID classes. Create a student body representative(s) on the School Community Council. Increase the amount of school wide decision making opportunities for the student Town Council. Create formal systems that integrate GLOs into daily school life. 17-20 Counselors SAC Curr. Coord. Admin. Grade Level Chairs WSF Buses for service learning leadership opportunities, Subs for planning, AA supplies Title I Buses for service learning leadership opportunities, Subs for planning, AA supplies Increase # of formal GLO programs. SQS student data will continue to display a positive trend in student safety TRIPOD data will show an increase in Care by 5% and continue to score above complex levels in other areas.