1. Capstone Presentation Vicky Chiles Sabin Middle School EDLS 643

2. SMART Goal Student Achievement 41% of 8 th grade male students at Sabin Middle School will score proficient or advanced in writing measured by the 2013 TCAP. By the end of 2012-2013 school year Sabin Middles School will see a 15% increase in community/parental support/volunteering in school activities including academics and extra curricular activities.

3. Goals Student Achievement Increase eighth grade writing scores/boys Close achievement gaps for all areas Parent Involvement Increase parent awareness Increase parent volunteers Create community/improve school culture Positive Behavior Intervention System Promotion of/Continued student achievement Proactive discipline/less reactive discipline Student Achievement rewarded Continued Teacher participation/training school wide participation

6. Sabin MS WritingThis School All Students51% Female61% Male42% Black26% Asiann/a Hispanic38% Multiracial60% American Indian or Alaskan Nativen/a Native Hawaiian/Pacific Islandern/a White60% Free lunch eligible38% Reduced lunch eligible57% Not eligible for free/reduced price lunch67% IEP5% Non-IEP55% Limited English proficient (LEP) 21% 2011 TCAP Writing Stats

7. Major Improvement Goal #1: _ Top Quality Tier 1 instruction for every student, every day, in every classroom through differentiated instruction and a personalized learning plan as evidenced by: Strategy: All PLC group strategies will focus on one of the following areas: literacy across the curriculum, student engagement, or content vocabulary. All reading teachers will use reciprocal teaching in order to increase student critical thinking about text on a weekly basis as evidenced by student work samples. All writing teachers will use student writing conferencing in order to increase the engagement of boys/FRL students in their classrooms on a weekly basis. All math teachers will use vocabulary strategies, including but not limited to, Marzano’s Six-Step Vocabulary method, to increase student knowledge and application of math vocabulary as evidenced by student work samples. Formative assessments will be used to monitor progress on at least a biweekly basis. Root Cause(s) Addressed: Reading root cause: instructional framework has not consistently provided for growth of student critical thinking skills related to processing text. Writing root cause: instructional framework has not consistently provided for the academic engagement of boys and FRL students. Math root cause: instructional framework has not consistently provided for student mastery of math vocabulary at a level which allows students to make sense of math instruction, including connections between the teacher’s spoken SABIN USIP DOCUMENTATION

8. Parent Involvement Part of the SIP Area of concern from the climate survey Create partnership/ownership Increase student achievement Positive Behavior Intervention System Artifacts/Highlights Supporting Project Area of concern from climate survey Classroom management support Reduce discipline issues Increase student achievement Create positive school climate Mandate from district Part of the SIP

9. Sabin Middle School Areas of Strengths and Weaknesses Student Achievement StrengthsWeaknesses 1. Reading/Writing gains1. Not closing achievement gap at steady rate 2. Autism Lab/SAIL program 2. Not all teams function across grade levels 3. Grade level team structure 4. Dedicated Reading Teacher per team3. Lack of parent involvement 5. Additional math tutorial classes for4. Lack of parental U or PP students awareness/communication Parent Involvement StrengthsWeaknesses 1. 6 th and SAIL parent participation1. 7 th -8 th parents lack of parent involvement/volunteerism 2. High extra curricular activity attendance2. Changing parent contact info not updated 3. High performing arts attendance3. Declining parent-teacher conference attendance throughout the year

10. Budget StrengthsWeaknesses 1.District Grants Office1. Continuing budget cuts ---LRT 2.Fundraising efforts positions 3.Re-allocation of funds to 2. Continued increase in class thriving programs sizes Discipline StrengthsWeaknesses 1. Follow through/consistency1. More severe infractions-drugs /guns School Culture StrengthsWeaknesses 1. Diversity1. Demographic shifts—climate\ 2. Music/Sports program growth 2. Lack of funds for promotion Strength and Weakness continued….

11. SABIN USIP DOCUMENTATION Major Improvement Goal #3: __ A positive climate and culture exists as evidenced by Positive Behavior Support system, implemented with fidelity, parent and community involvement and a sense of community as evidenced by (strategy): Strategy: Increase informal parent involvement opportunities. Evidence of effectiveness will be measured through parent surveys. Root Cause(s) Addressed: Lack of parental involvement, as evidenced by Sabin’s 2011 Climate Survey. The reason for lack of parental involvement was not identified on the Climate Survey, so further surveying is needed (see action steps) in order to determine root cause. Root cause is a lack of understanding on our part as to the reasons for low parental involvement.

12. From Sabin MS USIP- Data Analysis Worksheet-Performance indicators-performance growth gaps Writing: --In two areas, the gap was reversed: minority students have a higher growth percentile than non minority students, and ELL students have a higher growth percentile than non ELL students --The smallest gap was between girls and boys; girls have a 10 point higher growth percentile than boys --The largest gap was between IEP students and non IEP students, at 14 points Needs: Close the gap for FRL, IEP, and boys. The writing PLC is currently using a Two Questions strategy to determine root cause. There are examining a lack of engagement of male students in writing classes and activities as a possible root cause. They are also examining data for minority male students to determine engagement levels.

13. D-11 Middle School Comparison Level II Referrals 2010-2011 Level II Referrals Schools# of Incidents Percentage A402.7 B21214.1 C986.5 D352.3 E40326.9 F26217.5 G21914.6 H704.7 I16110.7 Total1500100% 2011-2012 Level II Referrals Schools# of Incidents Percentage A703.7 B25015.1 C865.4 D422.9 E43427.0 F24314.9 G24114.7 H634.0 I22512.3 Total1604100%

14. PAWS Participation