McNicoll Park Middle School 1213 Debeck Road Penticton, BC V2A 3Z1 Principal: Lloyd Lindsay SCHOOL IMPROVEMENT PLAN (2014‐15) McNicoll Park Context McNicoll Park Middle School is in its twelfth year of operation as a grade 6‐8 Middle School. There are 194 students currently enrolled and 20 professional and support staff. The school is located in the heart of a residential community at 1213 Debeck Road. McNicoll Park Middle School accepts students from three main feeder elementary schools and is one of two feeder schools to Penticton Secondary School. The school enjoys strong community support and responds to high expectations in a diverse community. The staff has successfully established a middle school program based on the Exemplary Middle School model. McNicoll Park develops socially responsible students who are willing to give their best effort as we work to improve their academic achievement. We offer a full‐range of core and exploratory classes, as well as support services. McNicoll Park Middle School strives: 
to ensure that individual students experience personal success 
to increase socially responsible behaviour 
to improve student success in reading 
to improve student success in mathematics 
is dedicated to the preparation of caring and responsible learners Our school is supported by a dedicated PAC. This support provides many opportunities for our students to participate in a variety of activities. Background at McNicoll Park Middle School: The 2014‐15 school year marked several changes at MPMS due to declining enrollment; we lost our vice‐principal, had our first ever split 6/7 class, and had a total of seven new professionals (half of the teaching staff) join our team. Our mission statement is: “Through a safe, supportive, structured learning environment, McNicoll Park Middle School will enable its students to develop their individual potential and to acquire the knowledge, skills, and attitudes to meet the needs of a changing global society.” To support the students’ learning, we have implemented many programs and supports: 1.
TRI (Team Remediation and Intervention)—Students requiring extra support or further challenges work with the TRI teacher. As well, co‐planning and co‐teaching supports both teachers and students in the classroom. 2.
Whole class reviews—file reviews of students with the whole support team and classroom teachers. 3.
Fast ForWord—online reading intervention that targets foundational phonemic awareness, language, memory, attention, processing and sequencing skills. All grade 6 students and any new students work on it for one term. 4.
Accelerated Reader and STAR Reader—a leveled library and constant assessment ensure that students are making progress in their reading. 5.
Six‐Minute Solution—a reading fluency program is used in most classrooms. 6.
3‐word note taking—non‐fiction close reading and research for writing. 7.
Adrienne Gear’s Reading and Writing Powers. 8.
Vocabulary building in math and science. 9.
Kurzwiel to support students reading below grade level. 10. $55,000 grant from Love of Reading for buying library books and tablets. As well, we are investigating methods to improve our instruction: 1.
Inquiry question with Leyton Schnellert —“What happens when we use open‐ended teaching strategies in order to increase student engagement and assignment completion?” This has evolved into a focus on offering choice, as well as creating low‐entry points and high ceiling for every lesson. 2.
Beyond Inclusion with Randy Cranston —“How can we improve students’ self‐worth and self‐confidence in order to increase their self‐regulation, perseverance, and resiliency?” 3.
Shelley Moore —Inclusion and the lessons she has learned from making lessons accessible to all students has encouraged teachers to carefully reconsider their lesson construction. During the 2014‐15 school year, our staff reviewed our staff handbook, mission statement and school goals. Through this process, team leaders along with staff rewrote our handbook. As well, they developed a school‐wide calendar for 2015‐16 which includes a focus on The Seven Habits as a tool for teaching social responsibility and a plan for literacy assessment and instruction. Our school implementation day will focus on our school goals and preparing for 2015‐16 school year. September: Goal #1 ‐ Literacy: 1. STAR Reading assessment to be done the second week of school after Paula adds all students to program. a. Teams meet to determine assessment time b. This will give all teachers an overview of their students’ reading levels c. Data will be stored on the “V” drive in “Student Assessment” 2. Whole Class reading Assessment (WCRA) school‐wide completed and assessed by the end of second week. a. Team’s use a 1/2 day morning, to complete assessment b. Data will be stored on the “V” drive in “Whole Class reading Assessment” 3. Whole class files review completed by end of September a. Core teacher meets with Special education/ LAT b. This will be built into school improvement day ‐ Friday, September 25 4. Division 6‐1 begins Fast ForWord 5. Begin Reading Power review for all grades 6. Team Meeting Key Questions: a. Who does what for Reading Powers? b. Awards ‐ See planner Goal #2 ‐ Social Responsibility: “TRI” Inquiry question: “How can we improve students self‐worth and self‐confidence in order to increase their self‐
regulation, perseverance and resiliency? 1. All advisories go over “The Fantastic Four” page 18 of Handbook, and tour school a. Wednesday 1st block ‐ Grade 6 tour school, 2nd block ‐ Grade 7 tour school, 3rd block – Grade 8 tour school b. Will need to co‐ordinate depending exploratory rotation c. School wide assembly Wednesday, September 9, last block i. Introduce staff and new students give rewards for Fantastic 4 ii. Celebrate student success, and encourage all sports and activities 2. Introduce the 7 Habits from the planner a. Pages H1‐H8 in the planner b. Pages 3‐31 in the 7 Habits c. Plan for Assembly i. Teachers prepare their own version of a Private Victory. ii. School wide assembly Thursday, September 24 last block teacher led to celebrate first month October: Goal #1 ‐ Literacy: 1. Team meetings: a. teams choose focus based on WCRA b. Awards ‐ See planner 2. Continue Reading Powers 3. Non Fiction Reading Powers Goal #2 ‐ Social Responsibility: 1. Continue to remind Fab Four 2. Habit Number One: Be Proactive a. Pages 47‐72 in 7 Habits b. Pages 30‐41 in planner c. Prepare for Assembly i. Write about a time where you were proactive and it helped you accomplish great things ii. One person from each division prepares to present in the school‐wide assembly d. October 29, 2015 School Wide Assembly – 1st Block i. Student presenters ii. Mr. Lindsay gives an overview of the “I” iii. Interims and parent teacher meetings are coming up November: Goal #1 ‐ Literacy: 1. Team Meetings: a. Interims and parent teacher meetings plans and goals b. Reading nonfiction‐teaching ideas c. Writing Power d. Awards Goal #2 ‐ Social Responsibility: 1. Continue to remind Fab Four 2. Habit Number Two: Begin with the End in Mind a. Page Number 42‐51 in the Planner b. Pages 73‐104 in 7 Habits c. Prepare for Assembly i. Write about your dreams for the future ii. One person from each division prepares to present in the school‐wide assembly d. November 27 Assembly – 1st Block i. Student presenters ii. Mr. Lindsay congratulates teams iii. Choir performs iv. Term 1 is ending. Have you made your point goals? December: Goal #1 ‐ Literacy: 1. Team Meetings: a. Term End b. Identifying needy students c. Turkey Dinner d. Awards ‐ See planner Goal #2 ‐ Social Responsibility: 1. Continue to remind Fab Four 2. Refresh 7 Habits: a. Prepare for Assembly i. Write a one page autobiography—Pretend that you are 25 years old. ii. One person from each division prepares to present in the school‐wide assembly b. November 27 Assembly ‐ 1st Block i. Student presenters ii. Band and Choir perform iii. Term 1 AR draw January Goal #1 ‐ Literacy: 1. All classes do a STAR test in the first week 2. Division 6‐2 starts Fast ForWord 3. Team Meetings: a. Shelley Moore b. Awards ‐ See Planner Goal #2 ‐ Social Responsibility: 1. Continue to remind Fab Four 2. Habit Number Three: Put First Things First a. Prepare for Assembly i. __________________________________________________ ii. One person from each division prepares to present in the school‐wide assembly b. January 27 Assembly – 1st Block i. Student presenters ii. Band and Choir perform iii. Term 1 AR draw February: Goal #1 ‐ Literacy: 1. Team Meetings: a. Interims coming up b. Shelley Moore c. Awards ‐ See planner Goal #2 ‐ Social Responsibility: 1. Continue to remind Fab Four 2. Intro to Habits Number 4, 5 and 6: Public Victory a. Prepare for Assembly i. Perform Random Acts of Kindness ii. We are making a “thank you” Graffiti wall. Students write thank you cards to thank someone who has done something special for them b. February 24 Assembly‐first block i. As the students enter the gym, they pin their thank you cards on the bulletin boards ii. The teachers read aloud from the cards iii. Point Goal Reminders iv. Winter Games March: Goal #1 ‐ Literacy: 1. Team Meetings: a. End of Term b. Report Card Comments consistency c. Shelley Moore d. Awards ‐ See planner Goal #2 ‐ Social Responsibility: 1. Continue to remind Fab Four 2. Habit Number Four: Think Win/Win a. Prepare for Assembly i. Pages 84‐93 in the planner ii. Pages 145‐162 in 7 Habits iii. Describe a time when you had a Win/Win solution iv. One student from each division prepares to present at the assembly b. March 11 Assembly‐first Block i. AR draw ii. Student presentations April: Goal #1 ‐ Literacy: 1. Last group of Fast ForWord Students begin 2. School Wide Write in the Third Week 3. Team Meetings: a. Transitions b. Term 3 Interims c. School Wide Write d. Shelley Moore e. Awards – See planner Goal #2 ‐ Social Responsibility: 1. Continue to remind Fab Four 2. Habit Number Five: Seek First to Understand and then to be Understood a. Prepare for Assembly i. Pages 94‐105 in the planner ii. Pages 163‐180 in 7 Habits iii. Explain why you need more than your ears to fully understand something iv. One student from each division prepares to present at the assembly b. April 29 Assembly‐first Block i. Student presentations ii. Track and Field iii. Field Hockey iv. Year End Field Trips v. Amazing Race May: Goal #1 ‐ Literacy: 1.
2.
3.
4.
5.
STAR first week Social Responsibility Survey first week Transition meetings Grade 5 Visits Team Meetings: a. Transitions b. I days c. Shelley Moore d. Awards ‐ See planner Goal #2 ‐ Social Responsibility: 1. Continue to remind Fab Four 2. Habit Number Six: Synergize a. Prepare for Assembly i. Pages 106‐115 in the planner ii. Pages 181‐204 in 7 Habits b. May 13 Assembly‐first Block after lunch i. Begin with cooperative games ii. Followed by the Amazing Race June: Goal #1 ‐ Literacy: 1. Team Meetings: a. Transitions b. I‐days c. Awards ‐ See planner Goal #2 ‐ Social Responsibility: 1. Continue to remind Fab Four 2. Habit Number Seven: Sharpen the Saw a. Prepare for Assembly i. Pages 116‐128 in the planner ii. Pages 205‐242 in 7 Habits iii. What are you doing over the summer to Sharpen Your Saw? How has practicing the 7 habits changed your success? iv. Students prepare to present at the assembly b. Possible Year End Grade Assemblies to share reflections i. Student presentations ii. Celebrations of the year Literacy Goal: To Improve Student Literacy “Literacy is acquiring, creating, connecting and communicating meaning in a wide variety of contexts.” 1.
To increase the percentage of students fully meeting and exceeding expectations on the Writing Personal Views or Response Quick Scale. Leading Performance Indicator Writing Quick Scales Grade 6 Writing Quick Scales Grade 7 Writing Quick Scales Grade 8 Baseline 2014 2015
N/A Job action 34% fully meeting or exceeding 27% fully meeting or exceeding 47% fully meeting or exceeding N/A Job action N/A Job action 2016
2017
*We were unable to collect data at the end of 2014 due to the Job action. 2.
To increase the percentage of students who fully meet/exceed the expectations for reading proficiency by the end of Grade 8. Performance Indicator Baseline Results 2005 2012
2013
2014
2015 STAR Grade 6 (above grade 5 G.E.) (above grade 6 G.E.) (above grade 5 G.E.) STAR Grade 7 (above grade 6 G.E.) STAR Grade 8 (above grade 6 G.E. prior to 2015) (After 2015: above grade 7 G.E.) 69% 80% 89% (above grade 6 G.E.) (above grade 6 G.E.) 73.1%* tested in January (above grade 6 G.E.) 2016
59% 67% 91% (above grade 6 G.E.) 62% (above grade 7 G.E.) *We were unable to collect data at the end of 2014 due to job action. **We have an effective program in place where students know their reading levels and choose books at their own level and interest. Reading time is provided at school every day and finishing books is required. When a book is completed, students take an Accelerated Reader test and the data is shared with teachers and parents. ***All grade 6 students and any grade 7 students who are new to the building took part in the Fast ForWord Program. Action Plan: To Improve Student Literacy 1.
To create school‐wide collaborative timetable including: consistent assessment, data collection and team focuses on literacy. 2.
Create collaborative teaching using the RTI model to identify and support students. This became our “TRI” (Team Remediation Intervention) where LIF funds were used to place Special Ed teachers to work with staff and students. Following the RTI model teachers assessed, taught and re‐assessed students through; small group, pull‐outs, team teaching, one to one and whole class instruction. 3.
To continue to use the Literacy Helping teacher to ensure that all students continue to improve. Social Responsibility Goal: To Increase Student Social Responsibility As defined by the Quick Scale: Grade 6‐8 Social Responsibility. 1.
To increase the number of students Fully Meeting or Exceeding Expectations in Social Responsibility as measured by student responses on a Monkey Survey of the Quick Scale descriptors. 2.
To increase the number of students Fully Meeting or Exceeding Expectations in Social Responsibility as measured by teacher evaluation of the Quick Scale. Leading Performance Indicator Baseline 2014 2015 2016 N/A Job action
Student Responses N/A Job action
Teacher Evaluation N/A Job action
Average of Student/Teacher Action Plan: To increase student social responsibility as defined on the Quick Scale: Grades 6‐8 Social Responsibility 1.
Social Responsibility became a focus both of our advisory classes and our core classes. 2.
A Survey Monkey was created as an indicator of how students felt while at school. Due to Job action we were only able to collect data at the end of the year. This data will be used as a baseline for years to come. 3.
Created school‐wide collaborative timetable including; consistent assessment, data collection and team focus on social responsibility. 4.
After a meeting of the team leaders, The Seven Habits of a Successful Teen by Steven Covey will be adopted as the common language and common advisory curriculum with an emphasis on whole school assemblies focused on the key concepts. 5.
Q34 I try not to blame others when things go wrong. Habit 1 Be Proactive Student Responses Teacher Evaluation Average of Student/Teacher 6. Q n/a
Baseline 2014
Habit 2 Begin with the end in mind. Student Responses Teacher Evaluation Average of Student/Teacher 7. Q13 I finish my work on time.
Baseline 2014
Habit 3 Put first things first Student Responses Teacher Evaluation Average of Student/Teacher Baseline 2014
N/A Job action
2015
94%
2016 2015
N/A
2016 2015
54%
2016 N/A Job action
N/A Job action
N/A Job action
N/A Job action
N/A Job action
N/A Job action
N/A Job action
N/A Job action
8. Q10 I try to help when problems come up between my friends.
Habit 4 Think Win‐Win Baseline 2014
N/A Job action
Student Responses N/A Job action
Teacher Evaluation N/A Job action
Average of Student/Teacher 9. Q17 I can solve problems in peaceful ways.
2015
88%
2016 Habit 5 Student Responses Teacher Evaluation Average of Student/Teacher 10. Q7 I work well in groups.
Baseline 2014
2015
56%
2016 Habit 6 Student Responses Teacher Evaluation Average of Student/Teacher 11. Q n/a
Baseline 2014
2015
46%
2016 Habit 7 Sharpen the Saw Student Responses Teacher Evaluation Average of Student/Teacher Baseline 2014
2015
N/A
2016 N/A Job action
N/A Job action
N/A Job action
N/A Job action
N/A Job action
N/A Job action
N/A Job action
N/A Job action
N/A Job action
Reflection and Summary During 2014‐2015, McNicoll Park Middle School became more focused on school‐wide, cross‐curricular school goals through the introduction of the RTI model and the development of our inquiry question, common shared data collection and creation of a sustainable and focused calendar. We plan to continue to place our emphasis on ensuring that every student has the opportunity to develop their individual potential and to acquire the knowledge, skills, and attitudes to meet the needs of a changing global society. Ideally, this will include: 
Lessons with low entry points that allow students to activate their thinking and engage at a level suitable to their current abilities. 
Lessons with high ceilings that provide opportunity for students to work beyond the minimum requirements. 
Regular grade team meetings that share a common question and goal. 
The continued engagement of a TRI teacher who can help support students and staff. 
The continued engagement of a literacy helping teacher who can support common assessments instruction. 
The introduction of a whole‐school advisory program based on the Seven Habits of a Highly Successful Teen. McNICOLL PARK MIDDLE SCHOOL ‐ PARENT ADVISORY COMMITTEE EXECUTIVE POSITION: NAME:
Chair April Smith
Vice‐Chair Secretary Tara Lund
Treasurer Michelle McLennan
SPC/DPAC April Smith
McNICOLL PARK MIDDLE ‐ SCHOOL PLANNING COUNCIL POSITION: NAME:
Principal Lloyd Lindsay
Parent Representative Parent Representative Parent Representative Teacher In Charge / Literacy Teacher Paula Baker
Grade 6 Team Leader Ryan Hvidson
Grade 7 Team Leader Deb Donoghue
Grade 8 Team Leader Mitch Duke