Site+Council

School Improvement Plan/Goals

Assignment: Give some observable and measurable goals underneath each goal area

1. School will implement IIPM including Tier 3 interventions including: Read Right, Math 360, and Academic Intervention classes. 2. School will begin an AVID program to support students so that they can reach their academic potential. 3. Create a new Data Team to replace SST and monitor student's progress. 4. Increase access to general education by full inclusion. 5. Math instruction will increase to a daily basis and a new math adoption will be implemented. 6. A common planning time for teachers will take place weekly on Wednesdays with an early release time.
 * Student Achievement:**
 * Goal 1:** Assist and support students to meet or exceed academic standards in Math, Language Arts, Social Studies, Science and across the curriculum.

Chava and Carol

Rachell: 1) Offer a study hall period for kids who need help but may not be able to come before or after school

2) We offer Math360 for those kids needing extra math help -- is there a way to pin point kids having problems in other areas and get them the help they need?

I was thinking a way this could happen is that if a kid is consistently receiving poor grades in a class, they would be put on a watch list and if they are on the watch list for 3 or more classes, then they will be asked to take study hall -- just like kids doing poorly in math are asked to Math360

This is mainly in reference to kids who, because of their poor living conditions, are unable to do homework at home and so may need an enforced study period so they can get the help they need.


 * Goal 2:** Provide students with a wide range of experiential and intellectual experiences; increase advocacy for student exploration and engagement within the Roosevelt curriculum.

A. As a staff, we will create a diversity of course offerings with the aim of capturing our students interests and inspiring them to participate and succeed. B. Within each classroom, instructors will use an array of instructional strategies so as to best meet their students needs. C. Throughout the year the staff will generate, organize, and facilitate events and assemblies that engage students and provoke thoughtful reflection. D. As a staff, we will explore and refine our roles as student Advisors, teaching each other our best practices as advocates and discussing the current climate and how it is effecting our advisees. E. Sixth Grade Students are enrolled in explore programs that familiarize them with content areas and staff so as to increase their comfort levels and their understanding of the middle school practices.
 * Daven**

Daven and Christie


 * School Climate:**

//**Responce to School Climate goals:** Establish specific and planned times to connect and communicate with EACH advisee about academic, social/emotional, and any other important topics. Use House time to meet with each student individually for 5 or so minutes each month. Get to know the students on a 1:1 personal level. Use technology (wiki, email, Facebook, etc.) to open lines of communication. Have deep and meaningful conversations about important, student lead, topics. Students and advisor can agree upon certain topics that can, or should, be discussed as it relates to the middle school life experience. Record students thoughts/ideas and post them around the House and school. Have students share, as much as they feel comfortable sharing, about who they are, where they come from, what life is like for them at school, and at home. Guide students through sensitive and relative conversations about how to understand each others differences and similarities.
 * Goal 1:** Build authentic relationships throughout the RMS community. Give students guidance and a valued voice.
 * Christie**//

A few ideas: - Use social networking tools (Facebook and Twitter) to engage students (and their parents) and create more channels of communication. We can either lament that so much human interaction is done via electronic devices, or we can figure out how to use it in a way that strengthens relationships. - Encourage students to use tools they already use proflifically, such as Facebook, to promote and spread virally positive values such as tolerance, inclusiveness, etc. For example, creating Facebook pages or groups using their own words, joining, and inviting all their friends to join. They can make them clever, fun and far more authentic than grown-ups can (my current favorite Facebook group: "Call me Mr. Facebook--I can make your grades drop"). - Use the results of the district-wide bullying survey as a starting point for further qualitative study using focus groups or interviews to get richer information about trouble spots identified by the quantitative results. Then engage groups of students (in classes or in house) in brainstorming ways to combat those problems--let the kids truly own some strategies. Share the data with parents too, and engage them in talking about it, perhaps at an evening PAR meeting--it can inspire deeper parent-child coversations that will reinforce kids feeling empowered to actively contribute to a healthy school environment. - Create a simple filter (a couple of questions to ask oneself) to view any number of decisions (how to address behavior issues, how to select students for leadership positions, etc.) through; tie those reflective questions to key school goals: For example, I might ask myself "Will the approach I'm considering help or harm relationships in the RMS community?" and "Does this approach foster an appropriate balance of adult guidance and student influence?" if I'm trying to be very deliberate about my affect on school climate.
 * Terrie**

Marty and Terrie

1. The Cultural Fair Project: Cultural Connections/House Have current 7th and 8th graders in house, share their projects and provide modeling for the 6th graders. Get to know about their personal history. Have the 6th graders show their projects when they are close to completion. As a house, peruse the hallways to see completed projects. Have the students share their challenges and suggestions for improvement for next time. 2. Sexual Identity and Diversity: Health classes 6-8, Student Government, GSA, and Assemblies Provide information, talking points and opportunity for discussion. Promote active involvement in the above programs to make a difference in attitudes and culture for all of Roosevelt. 3. WEB Program Provide student leadership opportunity, with students learning from students. Developing longterm bonds of trust and respectful relationships. Peer leaders teach and model skills and strategies for academic and personal success. 3. Family Resource Center: Will be up and running by next year. We will hold a meeting to gather information and ideas from minority parents/guardians about what they would like to see available in the family resource center, and what they would like the liaison to help them with. The family liaison will assist with encouraging more family involvement in their students' education and to help us gain understanding about and then change any inequitable practices or situations that are occurring at RMS. We will information and encouragement to parents to volunteer in the family resource center, the office, and for other school activities.0 Will have information about resources available in our community. Will have information about high schools, colleges, programs, scholarships, and grants that are available.
 * Goal 2:** Value students’ personal experiences and their heritage. Integrate social and equitable experiences within the curriculum.

Fran and Sami

Correlated Policies ||  ||   ||   ||   ||   ||
 * = School-wide Goals || Activities for achieving the goal || Budgetary Impacts || Resources || District
 * = Student Achievement ||  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * = Goal 1 ||  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * = Goal 2 ||  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * = School Climate ||  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * = Goal 1 ||  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * = Goal 2 ||  ||   ||   ||   ||   ||   ||   ||   ||   ||