Middletown Public Schools
School Improvement Plan
2012-13
COVER SHEET
Name of School: Keigwin Middle School
School Improvement Plan Team Members:
Name
Title
Silvia Mayo Molina, Principal: mayomolinas@mpsct.org
Shauna Brown, Assistant Principal;
Melissa MacEachern, Language Arts Teacher
Rita Simmons, World Cultures Teacher
Tim Antanaitis, Science Teacher
Bernadette Bielat, Special Education Teacher
Rob Arpin, Character Education/ ROCKS Teacher
Libby Sideriadis, School Social Worker
Mitch Wynn, Board of Education Liaison
Keigwin School Improvement Plan DRAFT 12.12
Email
Page 1
Section I: Overall School Improvement Strategy
A. Overall Strategy and Key Reform Initiatives: Narrative Questions
What is your school’s overall approach toward improving student performance and closing the achievement gap?
All school based reform initiatives are based on a solid analysis and discussion of student outcome data and grounded in the context of the District
Improvement Plan. In a time of limited resources they represent the greatest needs, but also the areas most likely to produce systemic, positive
outcomes.
Keigwin Middle School faculty and administration have addressed student achievement and climate as a result of being identified by the state as a Top
Tier School. The foundation for change is data-driven decision making at the school, team, and classroom levels. These change initiatives are aligned to
the larger district initiatives. Improvement plans and data teams are working to design instruction that will meet the needs of every student. Researchbased instructional strategies and interventions are being implemented school-wide. Beginning in the 2011-2012 school year, Keigwin Middle School
began implementation of “Scientifically Research-Based Intervention” (SRBI) for at-risk students and has continued to use this framework as the guiding
principle for effective instruction. This targeted, additional instruction has been effective in narrowing the achievement gap, and will serve as a basis for
our continued tiered approach to instruction and intervention.
It is accepted that good teaching is the most fundamental element in a sound educational program. The leadership of Keigwin is working with the
District to revise the current teacher evaluation system to serve three purposes:
1. To raise the quality of instruction and educational services to the children of our community.
2. To raise the standards of the teaching profession as a whole.
3. To aid the individual teacher to grow professionally.
Additionally, the school principal is participating in the Teacher Evaluation Model Review Series presented at ACES.
In alignment with the District, Keigwin Middle School will adhere to the following key reform initiatives to improve student achievement and narrow the
achievement gap:




Focused efforts on the implementation of the SRBI framework to systemically improve all three Tiers of instruction.
Integrate Pupil Service staff into the data team and collaborative planning efforts to ensure that all services offered are aligned with school and
district goals. The SRBI process will be implemented with integrity to ensure effective instruction and intervention have been provided and
monitored effectively to decrease referrals to special education.
Continue to send grade level representatives to curriculum writing committee meetings to ensure literacy and mathematics priority initiatives are
implemented in a manner that supports the development and implementation of the Common Core State Standards for all students.
Principal will engage in professional development opportunities and sessions with an executive coach to ensure ongoing leadership development
that will support continuous school growth.
Keigwin School Improvement Plan DRAFT 12.12
Page 2


Continuously monitor the implementation of the School Improvement Plan to ensure alignment to District goals and fidelity of implementation at
the school level.
Teacher evaluation and professional development will be a continuing process through which professional performance is enhanced. Evaluation
of teacher performance will be a cooperative, continuing process designed to improve the quality of instruction. The teacher shares responsibility
for developing effective evaluation procedures and instruments and for the development and maintenance of professional standards and attitudes
regarding the evaluation process. Professional development will be aligned to district, school and teacher level need based on multiple indicators.
Keigwin School Improvement Plan DRAFT 12.12
Page 3
B. Key School Initiatives - Five-Year Strategies and Implementation Steps
Initiative:
1. Raising the
Quality of
Instruction and
Educational
Services
New or Existing
Reform
New
Existing
X
X
Overview
Performance Targets
Key Strategies and Implementation
Steps
Implementation of SRBI –
The school based SRBI
team will utilize the
District Framework to
review and develop the
school’s implementation
of SRBI. School based
and District based
professional development
will be used to improve
Tier I instruction and
support Tier II and III
interventions in literacy
and math. Certified
interventionists will
deliver small group,
targeted instruction to
students who require
additional support outside
of the Tier I instruction.
Tier II instruction is also
implemented in the
classroom.
Increase student achievement on
the following school, district and
state assessments:
Reading and math interventionist will
work with small groups of students
identified as needing Tier II for 40
minutes blocks, 2-3 times per week, Tier
III intervention for an additional 40
minute block 5 days a week.
Engage in District and School level
professional development to become
familiar with the District Framework
Interventionists and special education
teachers will receive additional training
in Lexia in order to utilize this program
as an intervention with fidelity. Explicit
instruction and practice components will
be utilized to improve reading skills
through targeted intervention.
Provide time for reflection and
collaboration during monthly meetings
with SRBI District Facilitator. Year 1, 2,
3, 4, 5
For school year 2012-2013 we
will meet or exceed SPI targets of
80.1 for the whole school, 46.3
for students with disabilities, 70.8
for students eligible for free and
reduced lunch, 71.0 for Black
students, 68.1 for Hispanic
students.
At least 80% of students will
meet grade level proficiency
indicators on the following
assessments: AIMSweb
assessments, DRP and DAW
Assessments, and end of unit
assessments.
Students will reach 75%
proficiency on grade-level
formative assessments in core
subject areas.
Students receiving Tiered
intervention will meet
individualized goals to reflect
adequate rate progress based on
identified progress monitoring
tools and grade level targets.
Keigwin School Improvement Plan DRAFT 12.12
Intervention team will collaboratively
develop interventions with language arts
teachers and in consultation with district
consultant.
Year One
Implementation Steps Description
Utilize District forms to document
interventions.
Years of
Implementation
(check all that apply)




Year 2
Year 3
Year 4
Year 5
SRBI team will meet weekly to
determine intervention groups, focus, and
progress monitoring.
Intervention Team will meet with core
teachers at least one time per month.
Interventions will be documented and
monitored in accordance with the District
Framework.
SRBI Team will work to determine
students in need of additional Tier II and
Tier III interventions based on grade level
proficiency indicators.
Page 4
Initiative
Raising the
Quality of
Instruction and
Educational
Services
(continued)
New or Existing
Reform
New
Existing
X
Overview
Performance Targets
Key Strategies and
Implementation Steps
Year One
Implementation Steps
Description
Reading
Intervention
Program
Increase student achievement on
the following school, district and
state assessments:
Provide time for
interventionsist to attend one
math or language arts data
team meeting to gain
information about content
area standards and ideas for
strategies and /or Tier II
interventions in class
Continue to provide funding for
interventionists.
Meet grade level proficiency on
AIMSweb assessments
Meet individualized goals to
reflect adequate rate progress on
AIMSweb progress monitoring
assessments
Minimum of 80% mastery
on grade-level formative
assessments
Math
Intervention
Program
Increase student achievement on
the following school, district and
state assessments:
Meet grade level proficiency on
AIMSweb assessments
Meet individualized goals to
reflect adequate rate progress on
AIMSweb progress monitoring
assessments
Minimum of 80% mastery
on grade-level formative
assessments
Keigwin School Improvement Plan DRAFT 12.12
Provide embedded coaching
opportunities to support
instruction.
Reading and Math
Interventionists will attend
professional development
meetings with K. Bradley to
gain more insight on use of
AIMS WEB and completion
of progress monitoring
documents
Math interventionist will
target students in need of Tier
III math interventions as
identified through the SRBI
referral process.
Provide biweekly release time
for interventionists to
collaborate and plan with math
and language arts teachers.
Years of Implementation
(check all that apply)




Year 2
Year 3
Year 4
Year 5
Professional development for
core teachers on AIMSweb
progress monitoring assessments
and establish rate of progress for
in class Tier II interventions
All intervention data as
recorded on progress monitoring
documents will be available on
the Keigwin’s T-Drive for
teacher access.
Interventionists will establish
and update progress monitoring
documents for students in their
intervention classes.
By the end of school year 20122013, define the entrance and
exit criteria for student in need
of interventions outside of core
teacher interventions.
Page 5
Initiative:
Raising the
Quality of
Instruction
and
Educational
Services
(continued)
New or Existing
Reform
New
Existing
Overview
Performance Targets
Key Strategies and
Implementation Steps
PBIS Framework
will address
positive classroom
and school
behavior
Reduce the frequency of
office discipline referrals
and suspensions for Tier
II and Tier III students
Professional development for
Principal, XMEN advisor and new
special education teacher in life
space crisis intervention (L.S.C.I).
an advanced, interactive
therapeutic strategy for turning
crisis situations into learning
opportunities for children and
youth with chronic patterns of selfdefeating behaviors. LSCI is a
competency-based approach to
communicating with students who
are experiencing emotional,
psychological, or behavioral
disruption in personal ecology or
“life space.”
Based on
discipline data,
students are
selected for Tier II
support through
the “Check and
Connect” and
XMEN programs.
Both programs
promote student
self-monitoring.
Tier III students
are identified in
SRBI team
meetings and
supported through
FBA/BIPS,
counseling, parent
meetings, referrals
to outside
agencies.
Keigwin School Improvement Plan DRAFT 12.12
90% of students will
respond positively to Tier
I intervention strategies
as measured by office
discipline referral data
throughout the school
year.
Students selected for
XMEN group will
participate in team
building activities and
benefit from daily point
sheets, weekly advisory
meetings, motivational
speakers and field trips.
No more than 5% of
students will be identified
in the secondary level.
No more than 2% of
students will be identified
in the tertiary level.
Year One
Implementation Steps Description
Provide opportunities for collaboration
among all stakeholders (interventionists,
classroom teachers, special education
teachers, specialists). Year 1, 2, 3, 4, 5
Years of Implementation
(check all that apply)




Year 2
Year 3
Year 4
Year 5
Provide professional development to staff
in L.S.C.I. Year 1, 2, 3 and to new staff as
hired in Year 4, 5
Conduct a needs assessment of staff to
identify areas of support in terms of PBIS.
Provide staff with training on Tier II and
Tier III behavior intervention strategies
CORE SRBI Team will also look
at Tier II Intervention for behavior
Referral data and “thinking sheets” will be
analyzed by SDT to determine school
wide strategies for the 2013-14 school
year.
PBIS Team Meets Bimonthly to
provide ongoing activities that
encourage positive behavior as
evidenced by monthly all school
assembly
Monitor implementation of Tier 1
strategies and provide ongoing support
through year one with goal of full
implementation for the 2013 -2014 school
year.
Provide opportunities for Pupil
services staff to support the
foundations of PBIS, and
management of Tier II and Tier III
Page 6
Initiative
Raising the
Quality of
Instruction and
Educational
Services
(continued)
New or Existing
Reform
New
Existing
Overview
Coordination of Pupil
Services Staff and
Resources– In order
to maximize the
performance of special
education students, we
must clarify roles and
responsibilities of
regular education and
support services staff.
Job embedded
professional
development will be
provided for staff.
We will analyze
scheduling and
structure of services
for students with
disabilities at
Keigwin.
Performance Targets
Redefine roles and
responsibilities for regular
education and support
services staff by the end of
September 30, 2013.
Implement co-planning and
co-teaching model between
regular education and
special education teachers to
ensure the least restrictive
educational environment for
students with disabilities.
Key Strategies and
Implementation Steps
Appropriate services will be
provided for students based on
their documented needs.
Pupil services staff will
collaborate on a weekly and
monthly basis with regular
education staff the academic
improvement of students with
documented needs.
Coordination of consultant visits
with school wide initiatives and
staff needs for professional
development for implementing
individualized educational plans.
General organization of school
structure; planning meetings,
data team meetings,
interdisciplinary/team meetings
and professional development
days to maximize ongoing and
clear communication systems
about student performance
(behavioral and academic).
Monthly meetings of Principal
with Para Professionals;
paraprofessional professional
development regarding
instructional practices and
individualized follow up
meetings.
Year One
Implementation Steps
Description
Special education teachers will
attend weekly data team meetings
and collaborate with content area
regular education teachers and
provide suggestions for
interventions and modifications for
students with disabilities.
Years of
Implementation
(check all that apply)




Year 2
Year 3
Year 4
Year 5
Monthly team meetings for Pupil
services staff to meet with regular
education teacher.
CREC consultant to meet with
special education staff, including
paras to provide feedback and
assistance for professional
development.
CREC consultant will also observe
students in regular education class
and/or resource room and provide
suggestions to Principal for
improving practices.
Maximize professional
development of teachers and
paraprofessionals through the
support of a CREC consultant.
Conduct a review of services in the
pupil services schedules and
structure to identify best practices
and areas of improvement
Create system of communication
and coordination for ongoing
monitoring of services for students
Keigwin School Improvement Plan DRAFT 12.12
Page 7
Initiative
New or Existing
Reform
Overview
Performance Targets
Common Core Standards
Raising the
Quality of
Instruction and
Educational
Services
(continued)
New
Language Arts
Exist.
X
In order to implement
Reading for Information
Common Core State
Standards and provide
students with intensive
reading instruction that
emphasizes synthesis,
evaluation and
comparative textual
analysis, students need to
have a vast selection of
authentic, engaging and
appropriately nonfiction
texts on their level. The
school will utilize multiple
funding sources to ensure
the availability of nonfiction texts to accompany
newly developed thematic
units and explicit small
group instruction.
Teachers will use a
balance of Non-Fiction and
Fiction text for whole
group and small group
instruction
Non-fiction Writing
strategy will be utilized for
instruction in responding
to text using a school-wide
strategy (TEEES).
Keigwin School Improvement Plan DRAFT 12.12
100% of teachers will utilize
a balance of fiction and nonfiction text for whole group
and small group instruction
At least 80% of students
will score proficient or
higher on CCSS LA postassessments with no more
than a 5% gap for students
with disabilities, Black
students and Hispanic
students.
80% of students will be able
to follow the TEEES
performance rubric to
answer an open ended
question in response to
reading a fiction and nonfiction, grade level text as
evidenced by student
performance on CFA and
independent responses
100% of teachers will
incorporate argument
writing in at least one of
their units.
This strategy will be applied
to a balance of fiction and
non-fiction text. In addition
to language arts teachers,
content teachers (World
Cultures and Science) will
develop activities and CFAs
that elicit a TEEES response
from students. Language
Arts, World Cultures and
Science teachers will engage
in collaborative design of
CFA questions and scoring
using TEEES rubric.
Key Strategies and Implementation Steps
Identify school and district level funding
sources to purchase nonfiction reading
materials to support CCSS instruction.
Identify, locate and purchase reading
materials for students that meet the standard
of “Text Complexity” needed for
implementation of CCSS units.
Language Arts Data Team, in collaboration
with MHS Media Specialist, will identify
appropriate texts for instructional units and
develop instruction and effective strategies
aligned to CCSS units.
Teachers will explicitly teach comprehension
strategies, close reading strategies,
independent reading strategies and TEEES.
Teachers will scaffold learning experiences
using a gradual release framework working
toward the grade level standards to monitor
progress of students that need the most
support.
Teachers will utilize student monitoring
forms to document student performance and
provide frequent opportunities for students to
practice and apply the TEEES rubric across
reading standards and content standards.
Teachers will design instructional
experiences so students practice applying
comprehension strategies to a variety of texts
and genres.
Language Arts teachers will meet with ELA
teachers in grades 7-12 to coordinate vertical
alignment of curriculum maps based on
CCSS.
Language Arts Data Team continues to create
and implement CCSS units.
Social Studies and Science teachers will
utilize Reading for Information CCSS in their
units.
Year One
Implementation Steps
Description
World Cultures and
Science Teachers will
collaborate with Language
Arts teachers to provide
the topics and opportunity
for students to write
expository essays on a WC
or Science topic as
culminating project for the
first half of the school
year.
Years of
Implementation
(check all that
apply)




Year 2
Year 3
Year 4
Year 5
World Cultures and
Science Teachers will
collaborate with Language
Arts teachers to provide
the topics and opportunity
for students to engage in
argument writing for the
second half of the school
year on a WC or Science
topic as culminating
project.
Continue to select and
purchase materials to
support CCSS units, (nonfiction, complex texts,
magazines, BrainPOP,
Flocabulary)
Provide time for core
teachers to plan
interdisciplinary units
based on CCSS.
Provide time for LA
teachers to reflect and
revise CCSS units based
on student performance.
Integrate multimedia
resources and performance
based tasks into CCSS
units that resemble Smarter
Balance Assessments.
(BrainPOP, Flocabulary,
etc.)
Page 8
Initiative
New or Existing
Reform
New
Raising the
Quality of
Instruction and
Educational
Services
(continued)
Overview
Performance Targets
Key Strategies and Implementation Steps
Year One
Implementation Steps
Description
Years of
Implementation
(check all that
apply)
Existing
Small Group
Instruction
As noted in academic
literature regarding
best instructional
practices, intentional
lesson planning and
design can target
specific and
measurable objectives
that yield short-term
gains and build overall
improved academic
progress overtime.
Math
Math
Math
100% of math teachers will
incorporate CCSS for Math
Practices into classroom
instruction and unit
development.
100% of teachers will participate in the
initiative as evidenced by data team minutes,
team planning and unit development.
Data team process will be
supported by monthly
consultation and support
from MHS Math Dept.
Chair for unit planning and
updating of CFAs to
incorporate CCSS for
Math and Mathematical
practices.
100% of math teachers will use
AIMS WEB benchmark analysis
for COMP and CAP tests to
guide Tier I, Tier II and Tier III
instruction.
80% of students will score at
proficient or higher on post-CFA
and end of unit assessments with
no more than a 5% gap for
students with disabilities, Black
students and Hispanic students.
100% of classroom teachers will
use differentiated small group
instructional strategies to
promote measureable academic
growth and progress for all
students.
Keigwin School Improvement Plan DRAFT 12.12
Objective writing and lesson plan designs for
whole class and small group instruction will
be reviewed for all untenured teachers in
order to provide them with professional
development opportunities and growth.
These professional development
opportunities will also be afforded to tenured
teachers as needed.




Year 2
Year 3
Year 4
Year 5
Additional monthly
consultation support from
CREC consultant on how
to use the data team
process to improve the
strategy selection for
focused and intentional
small group guided math
instruction.
Page 9
Initiative
2. Ensuring a
Positive School
Climate
New or Existing
Reform
New
Existing
X
X
Overview
Performance Targets
Key Strategies and Implementation
Steps
A positive school climate
is essential to student
achievement. Positive
behavior supports will be
utilized to maintain high
student engagement. A
coordinated and
systematic approach will
be utilized to identify and
respond to the social,
emotional, and behavior
needs of individuals and
groups of students.
90% of students will respond
positively to tier one intervention
strategies as measured by office
discipline referral data throughout
the school year.
During the 2012 – 2013 school year the
SRBI Team will collect data on conduct
reports inclusive of the number of
conduct reports, the behaviors of concern
identified, the location of the behavior,
and team.
The SRBI Team will
collect and analyze
student data (office
referrals, attendance) to
plan interventions.
In alignment with the
District and State
initiatives the Safe School
Climate Survey will be
taken by students, staff
and parents. Data will be
used to develop future
climate goals.
Provisions of CT Act
Strengthening Bullying
Laws -Public Act No. 11232 will be implemented.
We will continue
implementation of Tier I
climate strategies
including character
education class, advisory
program and PBIS
initiatives.
Keigwin School Improvement Plan DRAFT 12.12
90% or more of students with
identified attendance concerns
(absent, tardy, and early
dismissal) will be successfully
resolved.
Incidents of bullying as defined
by state and district policy will
remain at near zero levels as
evidenced by verified acts of
bullying log.
Increase the number of
recognition of positive student
behavior through ROCKS star,
ROCKS cards, School Store,
Academic Ambassadors,
Character Education Class and
advisory program.
Data will be analyzed to develop
interventions for individuals and groups
of students. Data will be reviewed and
monitored minimally once a month and
shared with the SDT and full staff.
The attendance committee will monitor
attendance monthly and develop
interventions to address areas of concern.
The School Data Team will continue to
review evidence based school climate
strategies.
The School Climate Subcommittee will
act as the Safe School Climate Committee
assigned with fostering a safe school
climate and addressing issues related to
bullying. The school principal will act as
the Safe School Climate Specialist. A
parent representative will participate in
this committee in activities that don’t
impact confidentiality.
Year One
Implementation Steps Description
SRBI team will meet weekly to review
student data and develop intervention
strategies.
Years of
Implementation
(check all that apply)
x Year 2
 Year 3
 Year 4
 Year 5
Attendance committee will meet monthly
to review attendance data and develop
intervention plans.
Referral data and “thinking sheets” will
be analyzed by SDT to determine school
wide strategies for the 2013-14 school
year.
Monitor implementation of tier 1
strategies and provide ongoing support
through year one with goal of full
implementation for the 2013 -2014
school year.
Safe School Climate Survey will be
completed. If data is reported to school
this year it will be analyzed and used to
develop future improvement strategies.
Align key stakeholders in developing a
ROCKS patrol program modeled after
PRIDE patrol at WWMS.
Plan Intentional advisory groups to
maximize the connection established
between teacher and student.
Safe School Climate Surveys will be
completed by stakeholders. The school
will make a concerted effort to ensure a
high participation rate of students, staff
and parents.
Align key stakeholders in developing a
ROCKS patrol program modeled after
PRIDE patrol at WWMS.
Page 10
Keigwin School Improvement Plan DRAFT 12.12
Page 11
Initiative
Ensuring a
Positive School
Climate
(continued)
New or Existing
Reform
New
Existing
Performance Targets
Key Strategies and Implementation
Steps
PBIS Framework will
address positive
classroom and school
behavior on Tier 2 and
Tier 3 levels.
No more than 5% of students will
be identified in the secondary
level.
Based on discipline data,
students are selected for
tier 2 support through the
check and connect and
XMEN programs.
Reduce the frequency of office
discipline referrals and
suspensions for Tier II and Tier
III students
Professional development in life space
crisis intervention (L.S.C.I) an advanced,
interactive therapeutic strategy for
turning crisis situations into learning
opportunities for children and youth with
chronic patterns of self-defeating
behaviors. LSCI is a competency-based
approach to communicating with
students who are experiencing
emotional, psychological, or behavioral
disruption in personal ecology or “life
space.”
Overview
Tier 3 students are
identified in SRBI team
meetings and supported
through FBA/BIPS,
counseling, parent
meetings, referrals to
outside agencies.
Keigwin School Improvement Plan DRAFT 12.12
No more than 2% of students will
be identified in the tertiary level.
SRBI Team will also look at Tier II and
Tier III Intervention for behavior
Year One
Implementation Steps Description
Continue to develop tier 2 groupings
that address social/emotional and
academic needs.
Years of
Implementation
(check all that apply)
x Year 2
 Year 3
 Year 4
 Year 5
Conduct a needs assessment of staff to
identify areas of support in terms of
PBIS.
Provide staff with training on Tier II
and Tier III behavior intervention
strategies.
Advisory committee will develop
lessons based on the areas of need as
demonstrated by the district climate
survey.
PBIS Team Meets Bimonthly to provide
ongoing activities that encourage
positive behavior as evidenced by
monthly all school assembly
Page 12
C. Additional Questions
1. Describe your rationale for the selection of your prioritized reform initiatives, including how such selection reflects data on identified student
needs and the use of evidence-based initiatives.
General Review of Academic Data for Grade 6
In order to improve student academic achievement, Keigwin school improvement performance targets and strategies will focus on reading, writing and
math as measured by standardized assessments. As evidenced in the data charts listed below, the percent of Middletown’s Grade 6 students reaching
goal on the CMT is consistently below the State average. Although there were some achievement gains from 2006 to 2011 in the areas of reading and
writing, the rate of improvement did not sustain into 2012. As noted in the chart that compares the percent at goal for grade 6 students within
Middletown’s DRG, Middletown grade 6 students have shown some gains of within 15 percentage points, however, these gains still lag below the State
average in both 2006 and 2011.
MIDDLETOWN – STATE COMPARISON 2006-2012
CMT READING - PERCENT AT GOAL
Grade
Year
% at Goal
State
% at Goal
Middletown
Gap
6
2006
63.6
48.5
15.1
6
2011
76.0
65.5
10.5
6
2012
74.2
65.0
9.2
Keigwin School Improvement Plan DRAFT 12.12
Page 13
DRG G – 2006-2012 Comparison
GRADE 6 – Reading- Percent at Goal
2006 Goal
2012 Goal
East Haven
68.4
Stratford
80.2
Killingly
67.3
Torrington
75.7
Putnam
67.1
STATE
74.2
STATE
63.6
Plainfield
73.2
Stratford
61.3
Winchester
72.5
Groton
61.2
Hamden
72.5
Torrington
60.6
Bristol
71.1
Naugatuck
59.9
Bloomfield
70.3
Bristol
59.5
Naugatuck
69.7
Winchester
58.0
Groton
69.6
Vernon
56.9
Manchester
66.7
Plainfield
56.5
Middletown
65.0
Manchester
54.5
East Haven
64.9
Hamden
54.4
Killingly
63.5
Middletown
48.5
Vernon
62.0
Bloomfield
41.3
Putnam
61.9
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MIDDLETOWN – STATE COMPARISON 2006-2012
CMT WRITING - PERCENT AT GOAL
Grade
Year
% at Goal
State
% at Goal
Middletown
Gap
6
2006
62.2
50.7
11.5
6
2011
65.3
62.5
2.8
6
2012
67.5
61.4
6.1
In the area of math, the gap between the percent of Keigwin’s Grade 6 reaching goal and the State average was higher in 2011 than in 2006. In 2012,
however, the gains in math were considerably higher.
MIDDLETOWN – STATE COMPARISON 2006-2012
CMT MATHEMATICS - PERCENT AT GOAL
Grade
Year
% at Goal
State
% at Goal
Middletown
Gap
6
2006
58.6
45.2
13.4
6
2011
71.6
55.8
15.5
6
2012
69.5
62.8
6.7
Keigwin School Improvement Plan DRAFT 12.12
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Matched Comparison MATHEMATICS - 2010 and 2011
Grade 6 2011
Grade 5
2010
Below
Basic
Basic
Proficient
Goal
Advanced
Total
Below
Basic
16
1
0
0
0
17
Basic
2
13
5
0
0
20
Proficient
4
22
36
5
0
67
Goal
0
1
41
79
9
130
Advanced
0
0
0
31
65
96
Total
22
37
62
115
74
330
Matched Comparison MATHEMATICS – 2011 and 2012
Grade 6 2012
Grade 5
2011
Below
Basic
Basic
Proficient
Goal
Advanced
Total
Below
Basic
10
6
0
0
0
16
Basic
6
14
7
1
0
28
Proficient
1
6
34
5
0
46
Goal
0
0
20
75
9
119
Advanced
0
0
0
13
84
97
Total
17
26
61
94
108
306
Keigwin School Improvement Plan DRAFT 12.12
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Matched Comparison READING – 2010 and 2011
Grade 6 2011
Grade 5
2010
Below
Basic
Basic
Proficient
Goal
Advanced
Total
Below
Basic
32
13
15
7
0
67
Basic
4
4
7
12
0
27
Proficient
3
5
14
25
0
47
Goal
1
0
7
91
45
144
Advanced
0
0
0
6
37
43
Total
40
22
43
141
82
328
Matched Comparison READING – 2011 and 2012
Grade 6 2012
Grade 5
2011
Below
Basic
Basic
Proficient
Goal
Advanced
Total
Below
Basic
27
14
20
6
0
67
Basic
1
5
8
7
0
21
Proficient
2
6
13
26
1
48
Goal
0
1
6
86
18
111
Advanced
0
0
0
13
48
61
Total
30
26
47
138
67
308
Keigwin School Improvement Plan DRAFT 12.12
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Matched Comparison WRITING – 2010 and 2011
Grade 6 2011
Grade 5
2010
Below
Basic
Basic
Proficient
Goal
Advanced
Total
Below
Basic
2
1
0
1
0
4
Basic
5
10
16
2
0
33
Proficient
1
13
25
19
1
59
Goal
1
4
39
74
28
146
Advanced
0
1
6
32
55
94
Total
9
29
86
128
84
336
Matched Comparison WRITING – 2011 and 2012
Grade 6 2012
Grade 5
2011
Below
Basic
Basic
Proficient
Goal
Advanced
Total
Below
Basic
6
3
1
0
0
10
Basic
6
5
6
5
0
22
Proficient
7
20
30
16
1
74
Goal
2
4
22
63
17
108
Advanced
0
1
3
31
65
100
Total
21
33
62
115
83
314
Keigwin School Improvement Plan DRAFT 12.12
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In reviewing the cohort data shown above, we see that Keigwin Middle School has demonstrated some academic growth for students as measured by math, reading and writing scores on the
CMT. The cohort data listed above indicates the following trends:
In the area of writing we see that in the school year 2011-2012, we see a notable drop in writing performance at Keigwin when compared to student performance in 2010-2011. As indicated in
the charts above, of the 59 students who scored proficient on the Gr. 5 Writing CMT in 2010, 25 students remained at proficient (42%) on the Grade 6 Writing CMT, 19 student moved up to
goal (32%), and 13 students dropped from proficient to basic (22%). Whereas in 2012, we see that out of 74 students who scored proficient in the Writing CMT in Gr. 5 in 2011, 30 students
remained at proficient in their Gr. 6 Writing CMT in 2012 (41%) and 20 students dropped from proficient to basic (27%), and 7 dropped to below basic (1%).
In the area of reading, we see that out of 47 students who scored proficient in the Gr. 5 Reading CMT in 2011, 14 students remained at proficient in Gr.6 Reading CMT in 2012 (30%), 25
students moved up to goal (53%), 5 students dropped to basic (11%), and 3 dropped to below basic (less than 1%). There was some improvement in 2012 Reading CMT. Out of the 48 students
who scored proficient in reading in gr.5 CMT in 2011, 13 students remained at proficient on their 2012 Reading CMT in Gr.6 (27%), 26 students moved up to goal (54%) and 6 students
dropped to basic (13%) and 2 students dropped to below basic (less than .5%).
In the area of math we see a notable growth of students performance in some areas and decline in others. In the school year 2010-2011, we see that out of 67 students who scored proficient in
gr.5 Math in 2010, 36 students remained the same in their 2011 Gr. 6 CMT, 22 students dropped from proficient to basic (33%) and 4 students dropped to below basic (less than 1%). Whereas
in the school year 2011-2012, out of the 46 students who scored proficient in gr.5 Math CMT in 2011, 34 remained at proficient on the 2012 Gr. 6 Math CMT (74%), 6 dropped to basic (13%)
and 1 dropped to below basic, (less than .5%).
Although these are considered improvement in that far fewer students dropped in scores on the math CMT in from proficient, there was a notable decrease in performance in higher
performing students in Math. For example, in 2011 there were 119 students scored at Goal in the Gr.5 Math CMT in 2011, 75 students remained at goal on their Gr.6 Math CMT but 20
students dropped to proficient (17%) in their 2012 Gr. 6 Math CMT.
As a result of this data analysis Keigwin educational practices will continue with small group guided reading and guided math instruction that is differentiated in order to add value to student
individual performance through out the school year. Additional focus on using standardized benchmarks such as AIMS WEB Math COMP and CAP will help teachers use an additional data
point for monitoring grade level, and subgroup progress throughout the year. In addition we must work towards finding a balance between small group reading instruction and improving
writing performance of our students. As a school we must add a focus on writing performance standards, since we saw a drop in student performance in 2012 as compared to 2011. We will do
this through interdisciplinary essay writing and increased collaboration between the content area teachers.
Our school initiatives beginning with our school improvement plan for 2012-2013 will include more specific data review for the subgroups as identified in our School performance Indicator
(SPI). They are designed to meet or exceed the SPI Performance Targets and requirements of the new Connecticut Accountability System. Our academic emphasis will be to target all 5th grade
students who are at proficient, basic, or below basic CMT level, to improve at least one level of performance in their grade 6 CMT. With this data driven focus, we can prioritize and develop
initiatives within a context of student achievement data that will also include AIMS WEB and curriculum based measures as created by content-based data teams.
Effective practices will be continued as we move forward in our efforts toward continuous growth for all students, increasing achievement at the goal and advanced levels, decreasing the
achievement gap for our students with disabilities, students eligible for free or reduced lunch, Hispanic students and Black students, as well as maintain a safe and positive school climate. Our
Baseline SPI data and SPI Performance targets will be used to set achievement goals.
As we grapple with the implementation of the CCSS we will move toward more rigorous instructional practice. This will begin with understanding the new standards, identifying the resources,
supports and practices necessary to adequately address them, creation of unit plans and unit assessments that align with new performance based assessments designed by the Smarter Balance
Assessment Consortium to better prepare our students and our teaching practices.
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List the initiatives here and give a specific rationale
2. How will the school monitor the effectiveness of its reform initiatives on an ongoing basis, and what mechanisms will be put in place to carry out
this process over the next five years? Create Table with actions, monitoring plan and questions for evaluation
ACTIONS
1. Identify students in need of focused small
group instruction using standardized data and
curriculum based measures
2. Create intentional and purposeful lesson
planning for small group instruction that is
data driven
MONITORING PLAN
QUESTIONS for
EVALUATION
Data team meeting minutes that identify and monitor specific student
performance
Grade level and team level analysis of AIMS Web benchmark scores for
Reading and Math, three times a year
Analysis of CMT and AIMS Web data by subgroups through IDT and
SDT process
SMART goals set based on standardized assessments as well as
curriculum based measures
Review of lesson plans; informal and formal classroom observations
Establish and monitor teacher professional growth plans that include
small group instruction
3. Monitor progress of students identified as
needing Tier II or Tier III academic
interventions through the SRBI process
Bimonthly and monthly meeting with interventionists to progress
monitor student growth of students receiving interventions
4. Monitor progress of students identified as
needing Tier II or Tier III behavioral
interventions through the SRBI process
5. Provide focused and intentional instruction
for students with disabilities by improve
collaboration for co-planning and co-teaching
between special education and regular
education teachers, and paraprofessionals in
order
Weekly meetings with SRBI CORE team to review progress of students
in Tier II and Tier III behavioral interventions
Minutes from Data Team meetings in Math and Language Arts that
include detailed strategies and interventions for students with IEPs
Lesson plan monitoring for samples of on-going co planning
Formal and informal classroom observations of co-teaching and
effective use of paraprofessional support for student learning
Monthly meetings with paraprofessionals to set clear expectations for
monitoring student academic and social development and
implementation of accommodations and modifications
Keigwin School Improvement Plan DRAFT 12.12
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Section II: Differentiated School Interventions
A. Tiered Approach to School Improvement
Please address how your school has designed a tiered intervention system for your school based on its needs. This section asks you to think strategically
about how to best meet the needs of students performing at different levels. This section requires an individualized description of your interventions in
your specific school. (Below you will find where your school falls in the district tiered system).
Tier
List of Schools in Tier
Classification Criteria
for schools in Tier1
District Approach to Supporting
Schools in Tier
Top Tier Schools
These schools should be
identified because of their
high performance and/or
progress over time.
Moody School
Wesley School
Keigwin Middle
Lawrence School
Snow School
SPI
77.5-84.5
Leadership:
Instruction/Teaching:
Effective Use of Time:
Curriculum:
Use of Data:
School Environment:
Family and Community:
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Tiered Approach to School Improvement
School Approach to Supporting Tiers
Please discuss how your school will address each area below:

Leadership – Executive Coach will support principal and assistant principal to become effective managers and instructional leaders. Support will be provided to assist administrators in strategic school planning in
alignment with district strategies and goals.

Principal and Teacher Leadership – Principal will engage in purposeful professional development to support continuous school improvement initiatives and to keep informed on current research and best practice. The
school will be represented on the District Data Team and the District Leadership Team and will report back to the School Data Team. Teacher leadership is highly prized and will be encouraged and developed. The
School Data Team will have representation from every content area, pupil services, encore, and school board. All stakeholders may have input into the SDT.

Instruction/Teaching – Effective and research based instructional practices and effective teaching strategies are used to deliver instruction. New units are focused on implementation of the CCSS in coordination with the
district implementation plan. In addition to professional development provided at District level, the instructional and school data teams are utilized to engage in professional inquiry to improve practice. The district has
committed to providing materials and supplemental support resources to support instruction and student achievement and school level resources will be leveraged to directly support effective teaching. Formative and
summative assessment data is used to drive instruction and is used to differentiate based on student need. The SRBI framework is the basis for instructional decisions.

Effective Use of Time – A priority is placed on time on instruction and meaningful use of instructional time to address priority learning needs and deliver a quality Tier I instructional program. Tier II and Tier III
interventions are carefully planned to support Tier I instruction in academic and behavioral domains. After school opportunities are provided through 21st Century Grant and are developed to provide additional academic
support as well as to provide enrichment opportunities for advanced learners and to develop background knowledge to support achievement. An emphasis is placed on minimizing the amount of non-instructional time
and to ensure continuity of instruction.

Curriculum – Units of instruction are written to align with CCSS by grade-level teams with district-wide representation in an ongoing process to develop, implement, and evaluate CCSS for vertical and horizontal
alignment across all disciplines. Department coordinators and the principal will work closely with teachers in order to create and develop all of the Common Core units in ELA and math units. Content specific teams
will work within collaborative planning meetings and the data team to create quality lesson plans and to identify the resources and effective strategies that will result in strong implementation and student achievement of
standards.

Use of Data – Many opportunities are provided for collaborative inquiry through the planned scheduling of collaborative planning meetings, instructional data teams, the school data team, climate subcommittee and
intervention meetings. Data is used to continuously improve teaching and learning. The standards and student work are at the heart of our analysis. Strategies are developed to support students at all levels of
achievement with a goal of continuous growth for all and catch up growth for students not meeting grade level standards. Teams engage in meaningful discourse around problems of practice, effective strategies, and
resources to support quality instruction and learning. There is a special focus this year on implementing agreed upon strategies with fidelity, carefully monitoring and responding to subgroup achievement data, and
increasing the level of rigor through implementation of CCSS.

School Environment – The school is focused on developing and maintaining a positive school climate. There is a focus on promoting positive school behaviors through strategic implementation of our IROCK Positive
Behavior Supports. Cleanliness and safety are highly valued. Staff purposely engages in reflective practice around developing a strong school culture that is collaborative, collegial, supportive, and inclusive. The
school will utilize the Safe School Climate Survey data to identify areas in need of growth and development. The School Climate Data Team meets regularly to collect and analyze data and plan interventions. The
school climate goals align to the district goals.

Family and Community – School-Family-Community Partnership Action Plan will be developed with a focus on family engagement and will continue to implement recommendations from the 2011-2012 PTO and the
2012-2013 PTO executive board. The goals and Action Plan of the Keigwin School-Family-Community-Partnership will align with the School Improvement Plan, and will focus on activities and programs that will
serve to further promote the goals of this plan. Keigwin Middle School is home to the Community Health Center and provide a variety of medical and such as social emotional health through individual counseling,
group discussions, and family counseling for students and families who become members of this clinic. The PBIS team in close work with CHC will address family engagement, assist with accessing community
resources to support family and school success, and act as a bridge between the school, family, and community.
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