ࡱ>  5@ ybjbj22 XX;ptDDDDT   \ l N666GIIIIII$dRm?56??mDD)!F!F!F?DG!F?G!F!FGj"om M @m,mk0Cm,\Bd\XomDDDD\om$6]9!F7;|<b666mm F    CONTACT _Con-460EB51F1 Reagan Middle School School Improvement Plan 2003-2004 SIP Review Dates Q1Q2Q3Q4Nov 14Jan 26March 16May 19 ref SHAPE \* MERGEFORMAT  Dixon Public Schools Mission Statement. Dixon Public Schools, in cooperation with the community, will provide students with a comprehensive educational program that produces well-educated, self-sufficient, and involved citizens Our Beliefs The Dixon Public School District Believes that 1. everyone has value and potential. 2. everyone can learn. everyone has an equal right to a quality education everyone learns at different rates and in different ways. everyone has a right to a challenging educational environment. everyones educational needs are the joint responsibility of educators, students, parents and the entire community. everyone has the right to feel safe and secure in the learning environment. education promotes the mental, physical, social, and emotional development of everyone. education provides career, cultural, and recreational opportunities for everyone. education prepares everyone to be life-long learners. human compassion and understanding are essential. open communication with the community is vital. the educational system must be fiscally responsible. it is necessary to continually evaluate and improve instructional methods and content. effective education plans are necessary. Our Mission Reagan Middle Schools mission is to fulfill the unique needs of the early adolescent by: Providing the opportunity for every adolescent to develop his/her utmost ability. Developing and sharpening in each adolescent the basic transferable skills of understanding, problem solving, and communicating. Developing in each adolescent needed study skills. Increasing each adolescents appreciation for the fine arts and culture. Expanding each adolescents awareness of his/her own worth and individuality; and leading him/her from this to an appreciation and understanding of other individuals. Instilling in each adolescent his/her sense of responsibility and dedication to the progress of mankind. helping every adolescent to differentiate between fact and opinion. Advocating that every adolescent should be a life-long learner, thereby enab ling him/her to cope with the changing society. ref SHAPE \* MERGEFORMAT  NamePositionAffiliationRobert WassonPrincipalTammy HillStaffRIICLaura PrindavilleStaffRIICBonnie CountrymanStaffRIICShirley VivianStaffRIICSue JohnsonStaffRIICSandy HermesStaffRICCJan JenningsAssistant PrincipalRIICSue Bennett RMS StaffParent Teachers and Assistants Subject: areas ref SHAPE \* MERGEFORMAT  SIP ComponentPageDemographics5Data Information8Data Analysis22Action Plan23Learning Standard Implementation29Family Community Involvement29Program and Resource Integration29Support Systems30Reflections, Evaluation, Refinement30 ref SHAPE \* MERGEFORMAT  The tables and summaries in this section provide information about students, as well as information about attendance, truancy, mobility, retention, and expulsion rates. In some instances, disaggregated data is not available for certain groups. Component 1.1: Basic Information 1.1 BASIC INFORMATION Our school is: 1. ____Title I school-wide ____ Targeted Assistance _X__ Non-Title I 2. CSR1: ____ No ____ Yes Which model? _______________  School Year 1999-2000 School Year 2000-2001 School Year 2001-2002(Complete if data are available.) School Year 2002-2003Attendance rate (%)94.995.695.5Truancy rate (%).3.2.2Mobility rate (%)10.68.18.6Expulsion rate (%)000Retention rate (%)HS graduation rate, if applicable (%)NANANANAHS dropout rate, if applicable (%)NANANANATeachers Working Out of Field (#)200Paraprofessionals in Title 1 funded programs and/or schools designated as school-wide with less than 2 years of training and/or education degree (#)000Adequate Yearly Progress (AYP) (Identify composite scores for reading and mathematics that do not meet AYP target.) Subgroup information is identified on the following page.ReadingMathReadingMathReadingMathOmit these data for 2003-05 plans.1 Comprehensive School Reform 2 Out-of-field means that a teacher is teaching a class for which he/she has no certification, academic major, or endorsement with sufficient credit hours in the content area taught. 1.2 ENROLLMENT INFORMATION School Year 2000-2001School Year 2001-2002School Year 2002-2003School Year 2003-2004StudentsClassroomsStudentsClassroomsStudentsClassroomsStudentsclassroomsSchool population by grade: For elementary: Number of students/number of classes or classrooms For upper grades: Number of students onlyK123452602292236232267223722522027482532242209101112 NOTE: Omit this section for 2003-05 plans. NCLB SUBGROUPS. Not all subgroups may have adequate yearly progress (AYP) targets. Only subgroups with 403 or more students are required to make AYP. Based on the AYP status report on the School Report Card, check (() each subgroup for which the number of valid test scores is 40 or more. ((Limited English Proficient HispanicSpecial Education Students with IEPs African-AmericanLow income American IndianCaucasianAsian3A minimum of 40 is the number of valid test scores in a learning area for a subgroup in a school. It is not the total number of subgroup members per classroom, per grade, or per school. ref SHAPE \* MERGEFORMAT  Component 1.3: School & Community Characteristics 1.3.A. Attributes of the School/Community The Dixon area is currently faced with declining school age population. Most families do their best to see that their children attend school. A small percentage of students have an attendance problem either due to illness or truancy and they skew the district percentages. 1.3.B. Challenges of the School/Community With the decline in school age population and the decrease in funding,  CONTACT _Con-460EB51F1 Reagan Middle School is faced with staff cuts. The challenge for RMS will be to maintain highly qualified teachers in all subjects in the face of staff reductions. ref SHAPE \* MERGEFORMAT  Component 2.1: State Assessment Data Component 2.1: State Assessment Data (cont.) 2.1.A. ISAT Trend Data Tables (cont.) Grade 5 ReadingTotal and SubgroupsAcademic WarningBelow StandardsMeets StandardsExceeds Standards% M/EAll Students 19991303534692000039431861200113936246020021.539.436.822.359.120032.721.943.332.175.4Caucasian1999200020011383724612002231.342.923.766.620032.922.443.331.474.7African-American199920002001040600602002055.644.4044.42003NANANANANAHispanic199920002001261289372002057.114.428.6432003NANANANANAAsian1999200020010020801002002012.562.52587.52003NANANANANANative American199920002001NANANANANA2002NANANANANA2003NANANANANALEP199920002001NANANANANA2002NANANANANA2003NANANANANALow Income1999200020014583173820021.645.232.32153.320035.631.640.322.262.5Disabled19994781541920000934582001108370720021356.521.78.730.4200324.036.032.O8.040.0 Component 2.1: State Assessment Data (cont.) 2.1.A. ISAT Trend Data Tables (cont.) Grade 5 MathematicsTotal and SubgroupsAcademic WarningBelow StandardsMeets StandardsExceeds Standards% M/EAll Students19993435225420004415325520015395515620025.831.456.56.362.820032.221.565.510.876.3Caucasian1999200020016395415520026.13156.36.662.920032.421.564.611.576.1African-American19992000200102080080200211.144.444.4044.42003NANANANANAHispanic199920002001NANANANANA2002057.142.9042.92003NANANANANAAsian1999200020010010001002002012.57512.587.52003NANANANANANative American199920002001NANANANANA2002NANANANANA2003NANANANANALEP199920002001NANANANANA2002NANANANANA2003NANANANANALow Income19992000200110613003020026.540.346.86.553.320032.830.661.15.666.7Disabled1999217900020008434195020013459707200234.843.521.7021.7200316.040.044.0044.0 Component 2.1: State Assessment Data (cont.) 2.1.A. ISAT Trend Data Tables (cont.) Grade 5 WritingTotal and SubgroupsAcademic WarningBelow StandardsMeets StandardsExceeds Standards% M/EAll Students1999526521870200042855126720016385055520021.821.572.14.676.720034.028.662.15.467.5Caucasian1999200020017385145520022.120.773.14.177.220034.328.661.95.267.1African-American1999200020010404020602002044.455.6055.62003NANANANANAHispanic199920002001NANANANANA2002028.671.4071.42003NANANANANAAsian1999200020010060401002002012.562.52587.52003NANANANANANative American199920002001NANANANANA2002NANANANANA2003NANANANANALEP199920002001NANANANANA2002NANANANANA2003NANANANANALow Income1999200020018494034320021.624.670.53.373.820036.934.758.30.058.3Disabled19993352150152000325612012200138557072002105535035200324.044.032.00.032 Component 2.1: State Assessment Data (cont.) 2.1.A. ISAT Trend Data Tables (cont.) Grade 8 ReadingTotal and SubgroupsAcademic WarningBelow StandardsMeets StandardsExceeds Standards% M/EAll Students19991314622682000039431861200102961107120021.829.156.513.670.120030.431.959.48.367.7Caucasian1999200020010266410742002228.954,414.769.120030.531.858.69.167.7African-American1999200020010295714712002062.537.5037.520030.021.478.60.078.6Hispanic1999200020010702010302002001000100200305050050Asian199920002001020800802002NANANANANA2003NANANANANANative American199920002001NANANANANA2002NANANANANA2003NANANANANALEP199920002001NANANANANA2002NANANANANA2003NANANANANALow Income19992000200105643245200204242165820030.044.652.33.155.4Disabled19993761652120004712142520010792102120026.574.219.4019.420033.664.328.63.632.2 Component 2.1: State Assessment Data (cont.) 2.1.A. ISAT Trend Data Tables (cont.) Grade 8 MathematicsTotal and SubgroupsAcademic WarningBelow StandardsMeets StandardsExceeds Standards% M/EAll Students199945241344200084341950200153541185920024.53838.51957.520033.040.443.912.656.5Caucasian19992000200153243206320024.436.14019.559.520033.038.746.212.158.3African-American19992000200107129029200212.562.512.512.52520030.064.321.414.335.7Hispanic199920002001070300302002066.733.3033.320030.050.040.010.050.0Asian1999200020010204040802002NANANANANA2003NANANANANANative American199920002001NANANANANA2002NANANANANA2003NANANANANALEP199920002001NANANANANA2002NANANANANA2003NANANANANALow Income19992000200115602142520029.84925.515.741.220033.153.840.03.143.1Disabled1999177490920003650140142001473716016200222.661.316.1016.1200320.765.513.80.013.8ref SHAPE \* MERGEFORMAT  Component 2.1: State Assessment Data (cont.) 2.1.A. ISAT Trend Data Tables (cont.) Grade 8 WritingTotal and SubgroupsAcademic WarningBelow StandardsMeets StandardsExceeds Standards% M/EAll Students199954448250200042065117620013385175820023.724.861.99.671.520033.538.752.25.757.9Caucasian199920002001336537602002424.362.49.471.820034.035.254.36.560.8African-American1999200020011457290292002025750020030.050.050.00.050.0Hispanic19992000200107030030200205033.316.75020030.070.030.00.030.0Asian19992000200104060602002NANANANANA2003NANANANANANative American199920002001NANANANANA2002NANANANANA2003NANANANANALEP199920002001NANANANANA2002NANANANANA2003NANANANANALow Income1999200020011157284322002321.965.79.575.220037.747.743.11.544.6Disabled199918748082000374122022200128676062002.520.767.611.278.8200327.651.720.70.020.7 Component 2.2: Local Assessment Data Percentages presented in the data table (2.2.A) indicate the performance of  CONTACT _Con-460EB51F1 Reagan Middle School students across a four-year period. Table 2.2.A indicates that a majority of the students perform at the average or above average level on nationally normed tests in reading and math skills. 2.2.A. Local Assessment: ITBS Data Table ITBS % Below Average (stanines 1,2,3)% Average (stanines 4,5,6)% Above Average (stanines 7,8,9)Grade 5Reading: Vocabulary199920002001200223068Reading: Comprehension1999200020012002106228Mathematics: Problem Solving1999200020012002145828Mathematics: Concepts & Estimation1999200020012002115832Grade 6Reading: Vocabulary1999200020012002175329Reading: Comprehension1999200020012002156223Mathematics: Problem Solving1999200020012002156025Mathematics: Concepts & Estimation1999200020012002125731 ISAT % Below Average (stanines 1,2,3)% Average (stanines 4,5,6)% Above Average (stanines 7,8,9)Grade 7Reading: Vocabulary199920002001200295932Reading: Comprehension1999200020012002165331Mathematics: Problem Solving1999200020012002205525Mathematics: Concepts & Estimation1999200020012002235423 ISAT % Below Average (stanines 1,2,3)% Average (stanines 4,5,6)% Above Average (stanines 7,8,9)Grade 8Reading: Vocabulary1999200020012002156520Reading: Comprehension 1999200020012002125830Mathematics: Problem Solving 1999200020012002175924Mathematics: Concepts & Estimation1999200020012002105337 Component 2.3: Educator Data RMS staff is varied staff in respect to years of experience and education. A majority of the staff has advanced degrees or is working on them. For the first time noe new teachers were employed and some teachers were Reduced in Force. Staff attendance was very good. A couple serious illnesses skewed the data. Component 2.3: Educator Data (cont.) Component 2.3.A: Educator Data: Staff Attendance Table Grade/Subject School YearTotal Days Present (% of 176)# of Days Out of the ClassroomGrade 5200392.4942004Grade 62003921262004Grade 7200391.11222004Grade 8200394.5882004Special Education200394.3912004Paraprofessionals200393.92062004Special Programs (e.g., art, music, and PE)200393.41412004Specialist and Support Staff200387.55442004Administration200396%252004School Total 200391.9937 Component 2.3: Educator Data (cont.) Component 2.3.B: Building-based Professional Development Table % participation 2001-2002OS X TrainingAutism TrainingWorking With Special Needs StudentsSIP Development TrainingGrade 5100100100100Grade 6100100100100Grade 7100100100100Grade 8100100100100Paraprofessionals100100100100Special Program (e.g., art, music, and PE)100100100100Specialist and Support Staff100100100Administration100100100100School Total 100100100100 Component 2.3.C: Educator Data: Education Level Table  Total # # with Doctorate# with Masters plus# with Masters DegreeNon-Cert: Bachelors DegreeNon-Cert: Associates DegreeNon-Cert: 30+ College HoursSchool400245110Classroom TeachersGrade 544Grade 6312Grade 7321Grade 866Certified Specialist/Support Staff22Special Ed.431Specialists (e.g., art, music, and PE)431Administrators33Support Staff11110 Component 2.4: Additional Data Collection Methods Parents were interviewed in small groups and students were interviewed in small groups. Teachers were interviewed by their facilitators. Component 2.5: Additional Types of Data Internal Review data was also used in preparing this document. ref SHAPE \* MERGEFORMAT  Component 3.1: Data Quality Data was based on ISAT scores and ITBSD scores. ITBS scores have proven reliable over the years. The writing portion of the ISAT tests has some subjectivity built into it and results vary from year to year. Parent, student, and staff surveys indicate the current issyes. Component 3.2: Summaries of Data ISAT data indicates that emphasis in reading and writing needs to be a priority at all grade levels and subjects. In-service in developing the skill in all subjects and, especially with the targeted populations needs to be a priority. ITBS scores indicate we do as well or better than the national average. Surveys indicate that most of the diverse populations that participated are satisfied with the school. Component 3.3: Analysis Comparisons & Trends Over the past three years Language Arts has had their lowest scores in Evaluative Meaning (8th), Factual Meaning (7th and 5th), and Inferential Meaning (6th). Vocabulary seems to be adequately covered in all grade levels. Computation with fractions is a weakness in math across all grade levels. Math concepts and problem solving seem to be adequately covered. Students scored lowest in Economics and Related Social Sciences in their tests. In fine arts Dance and Drama are shown to be weaknesses ref SHAPE \* MERGEFORMAT  Component 4.1: Goals Component 4.2: Activities Component 4.3: Timelines Component 4.4: Resources Component 4.5: Activities for Subgroups- must achieve a Level 3 Rating Component 4.6: Scientifically-based Research (SBR) Component 4.7: Responsibilities Component 4.8: Measurement Integrated Action Plan GridSchool Improvement Goal #: 1 To improve reading comprehension at every grade level by emphasis on: evaluative meaning (8th), factual meaning (7th), inferential meaning (6th), factual meaning (5th Rationale for the Goal: The lowest scores in reading occurred in the areas listed as school improvement goals.Evaluation Instruments and Success Indicators: Success will be indicated by higher reading scores on the ITBS and ISAT tests when compared to the previous years.test scores Strategic Activities to Be TakenTimelinePersons Accountable for Implementation and EvaluationExpenditure Plan with ResourcesActivity #: 1 Improve comprehension skills by using innovative lessons and the STAR Assesment program at all grade levels. Scientific Research Base (SRB): STAR data Activity Measure: Staff will log when they have used strategies they learned in the reading comprehension training. STAR will indicate periodic growth. Student Population Served (Subgroup): Efforts will focused on free/reduced students, students with IEPs and the male population. All students will participate. Professional Development: STAR training and reading comprehension will be a priority. Parent Involvement: Parents will be informed of the reading comprehension progress.  October 03Language Arts instructorsSalaries/Stipends: $2000 Materials/Supplies: STAR software $1000 Total for the Activity: $3000 Funding Sources: DPS line items Integrated Action Plan GridSchool Improvement Goal #:2 Improve math skills focusing especially on computation with fractions. Concentrate on activities that will assist targeted subgroups. Rationale for the Goal: Standardized test scores indicate that computation with fractions is the students greatest weakness.Evaluation Instruments and Success Indicators: ISAT, ITBS, STAR, and Math Minute tests will be used to indicate success. Strategic Activities to Be TakenTimelinePersons Accountable for Implementation and EvaluationExpenditure Plan with ResourcesActivity #:1 Develop lessons that focus on computation with fractions. Use STAR to provide assessment and motivation Scientific Research Base (SRB): STAR data Activity Measure: STAR assessment program Student Population Served (Subgroup): In addition to the whole student population, focus will be amined at the following subgroups: Blacks, poverty level students, and IEP students. Professional Development: Math staff need professional development on Accel Math, STAR math, and computer based curriculum for math. Parent Involvement: Parents will be kept informed through weekly progress reports, mid-quarter reports, report cards, parent teacher conferences and phone calls.  Begin first quarter and monitor results 3 times a year Math StaffSalaries/Stipends: Training $500 Materials/Supplies: Software, computer labs $30,000 Total for the Activity: $30,5000 Funding Sources: Technology Funds, and line item funds Integrated Action Plan GridSchool Improvement Goal #:3 Improve Economics scores and Related Social Sciences scores on ITBS and ISAT tests; Rationale for the Goal: Economics and Related Social Sciences scores have been consistently low on the ITBS tests as indicated by Group Item Analysis.Evaluation Instruments and Success Indicators: ISAT and ITBS economic scores Strategic Activities to Be TakenTimelinePersons Accountable for Implementation and EvaluationExpenditure Plan with ResourcesActivity #:1 Realign curriculum and move Junior Achievement to the fall Scientific Research Base (SRB): State Standards and ITBS/ISAT results Activity Measure: Completed syllabus and normed test results Student Population Served (Subgroup): ISAT and ITBS Economics scores Professional Development: Staff development on curriculum alignment with state standards Parent Involvement: Mid-term and quarterly reports, phone and school conferences Salaries/Stipends: $750 for substitutes Materials/Supplies: Total for the Activity: $750 Funding Sources: Budget line itemIntegrated Action Plan GridSchool Improvement Goal #:4 Improve the 7th grade ISAT scores and improve ITBS scores at all grades Rationale for the Goal: Evaluation Instruments and Success Indicators: Seventh grade ISAT tests, ITBS tests and unit tests Strategic Activities to Be TakenTimelinePersons Accountable for Implementation and EvaluationExpenditure Plan with ResourcesActivity #:1 Use Daily Oral Science at all grade levels. Increase the use of technology at all grade levels Scientific Research Base (SRB): ISAT and ITBS results Activity Measure: Improved standardized test scores Student Population Served (Subgroup): All students with an emphasis on seventh grade students Professional Development: Training in the use of Daily Oral Science and the use of Smart Carts Parent Involvement: Salaries/Stipends: Materials/Supplies: $30,000 for smart cart systems Total for the Activity: $30,000 Funding Sources: Technology levy, equipment line item, or other available grants.Integrated Action Plan GridSchool Improvement Goal #: Rationale for the Goal: Evaluation Instruments and Success Indicators: Strategic Activities to Be TakenTimelinePersons Accountable for Implementation and EvaluationExpenditure Plan with ResourcesActivity #: Scientific Research Base (SRB): Activity Measure: Student Population Served (Subgroup): Professional Development: Parent Involvement: Salaries/Stipends: Materials/Supplies: Total for the Activity: Funding Sources: Integrated Action Plan GridSchool Improvement Goal #: Rationale for the Goal: Evaluation Instruments and Success Indicators: Strategic Activities to Be TakenTimelinePersons Accountable for Implementation and EvaluationExpenditure Plan with ResourcesActivity #: Scientific Research Base (SRB): Activity Measure: Student Population Served (Subgroup): Professional Development: Parent Involvement: Salaries/Stipends: Materials/Supplies: Total for the Activity: Funding Sources:  ref SHAPE \* MERGEFORMAT  Component 5.1: Data Collection Data is collected from standardized tests, parent/student/staff interviews, department meetings, all school staff meetings and grade level meetings. Component 5.2: Highly Qualified Educators All staff is highly qualified for their positions and have been approved by the district office. Component 5.3: Relation to Goals and Activities Half day inservices are provided for inservicing staff on the goals listed in this document. Component 5.4: Scheduling Four half days have been set aside by the district for inservcing Component 5.5: Resources Whenever possible local staff train others. A mentoring program is in plase for techers who need it and request it. Component 5.6: Scientifically Based Research (SBR) Component 5.7: Integration of Technology Staff has been trained in a vareity of technology tools to be used for assisting student learning ref SHAPE \* MERGEFORMAT  Component 6.1: Alignment of Curriculum, Instruction & Assessment In several meetings, staff met by departments to analyze test results and develop instructional goals that are aligned with ILS Component 6.2: Standards-led Classrooms RMS staff include IlS in their lesson plans and post them in the rooms. Students are told what they will be learning for that day. ref SHAPE \* MERGEFORMAT  Component 7.1: Data Use Parents are involved in IEPs and IIPs. Surveys of parents are used to determine what needs they believe are the most important. Component 7.2: Stakeholder Involvement in SIP Process PTO, curriculum , finance, and buildings and grounds committees are staffed in part with parents. Parents volunteer to do a variety of projects in the school. Component 7.3: Communication of SIP Process The SIP plan will be described in school news letter. Component 7.4: Role of Family/Community in Action Plan At this point parents are involved in some planning and volunteer for a variety of committees. They also get a copy of the state report card. ref SHAPE \* MERGEFORMAT  Component 8.1: Source of Funds Funding has been cut and it may be difficult to fully fund all the activities ref SHAPE \* MERGEFORMAT  Component 9.1: Internal District Support A major portion of purchasing new equipment comes from local taxes. ref SHAPE \* MERGEFORMAT  Component 9.2: External Support Junior Achievement finds companies and individuals to fund Junior Achievement and be consulotants. ref SHAPE \* MERGEFORMAT  Component 10.1: District Peer Review Process A protion of workshop days is dedicated tdo review and planning of the SIP. Component 10.2: Monitoring Progress of the Plan A quarterly review of the SIP is scheduled throughout the year. Component 10.3: Refinement Upon the quarterly review, the SIP will be modified as mare information becomes available . 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