Burr Ridge Middle School
5-8 School Improvement Plan (SIP)
aligned to the
ISBE SIP Rubric
Submitted to the Board of Education of Burr Ridge CCSD180 on Monday, October 22, 2007.
According to ISBE:
This template is intended as an information organizer and is not a required format for SIPs in Illinois. A school improvement team may use any format it chooses. As well, use of the template does not guarantee approval of a SIP.
The components and criteria in the template match the components and criteria in the rubric ISBE uses to approve SIPs. That rubric was published in December, 2004. Because components are interrelated, specific cross-references are provided where appropriate. The same is true for criteria.
A school improvement plan (SIP) is a public document and should not contain confidential information about teachers, staff, students, families/parents, or community.
Illinois State Board of Education
Federal Grants and Programs Division
School Improvement Plan
Cover Sheet
School and District Information
1. Region-County-District-Type Code: DuPage County
2. DISTRICT NAME / NUMBER: Burr Ridge CCSD 180
3. principal: DEBRA B. LEBLANC, Ed.D.
4. SCHOOL NAME: burr ridge middle school
School address: 15W451 91st Street
Burr Ridge, IL 60527
5. Grade Levels of the School: 5-8
6. Years Covered by the Plan: 2007/2008 and 2008/2009
7. Contact person: Debra B. LeBlanc, Principal
8. phone number: (630) 734-6670
9. email address: dleblanc@ccsd180.org
10. Title I __X___ Non-Title I _____
11. COMPREHENSIVE SCHOOL REFORM: No _X_ Yes __ Model __________________
CSR Implementation: Year 1 _____ Year 2 _____ Year 3 _____
1.0 Performance Targets
1.1 AYP Information from the School Report Card
Insert a copy of the AYP information page from the most recent School Report Card. That page identifies, at a minimum, the performance targets the school must address in this plan. See an example for a high school in Appendix A.
See 2007 School Report Card attached
2.0 School Information
|
2.1 Basic Information |
School Year 2002-2003 |
School Year 2003-2004 |
School Year 2004-2005 |
School Year 2005-2006 |
School Year 2006-2007 |
|
|
Attendance rate (%) |
94.8 |
95.2 |
95.2 |
94.2 |
94.6 |
|
|
Truancy rate (%) |
0.3 |
0.0 |
0.3 |
0.0 |
0.0 |
|
|
Mobility rate (%) |
20.9 |
22.6 |
2.1 |
30.4 |
25.9 |
|
|
Expulsion rate (%) |
0.0 |
0.0 |
0.0 |
0.0 |
0.0 |
|
|
Retention rate, if applicable (%) |
0.0 |
0.0 |
0.0 |
0.0 |
0.0 |
|
|
HS graduation rate, if applicable (%) |
N/A |
N/A |
N/A |
N/A |
N/A |
|
|
HS dropout rate, if applicable (%) |
N/A |
N/A |
N/A |
N/A |
N/A |
|
|
Teachers working out-of-field (#)* |
0 |
0 |
0 |
0 |
0 |
|
|
Paraprofessionals in Title I funded programs and/or schools designated as schoolwide with less than 2 years of training and/or education degree (#) |
0 |
0 |
0 |
0 |
0 |
|
|
School wide Population (#) |
330 |
349 |
336 |
339 |
372 |
|
|
Economically disadvantaged (%) |
26.1 |
29.8 |
25.3 |
3.9 |
47.7 |
|
|
Limited English proficient (LEP) (%) |
0.0 |
0.0 |
0.0 |
0.0 |
0.0 |
|
|
Students with disabilities (%) |
|
|
|
|
|
|
|
White, non-Hispanic (%) |
42.7 |
44.7 |
38.7 |
31.9 |
25.3 |
|
|
Black, non-Hispanic (%) |
29.4 |
28.4 |
31.3 |
46.9 |
54.4 |
|
|
Hispanic (%) |
9.4 |
10.6 |
11.6 |
10.9 |
10.2 |
|
|
Native American or Alaskan Native (%) |
0.0 |
0.0 |
0.0 |
0.0 |
0.0 |
|
|
Asian/Pacific Islander (%) |
18.5 |
16.3 |
18.5 |
10.3 |
8.1 |
|
|
Multi-racial/ethnic |
0.0 |
0.0 |
0.0 |
0.0 |
2.0 |
|
* “Out-of-field” means that a teacher is teaching a class for which he or she has no certification, academic major, or endorsement with sufficient credit hours in the content area taught.
2.2 School Characteristics
Include extensive information and data on the attributes and challenges of the school that affect student learning, e.g., demographic trends, physical plant, staff size, class size, staffing trends, students’ special needs. Describe in narrative form; do not merely list or bullet the attributes and challenges.
Burr Ridge Middle School currently serves 335 students. We have 168 boys and 167 girls. Our demographics are: 8% Asian/Pacific Islander; 60% are Black; 17% are Caucasian; 12% are Hispanic and 2% are Multi-Racial. 63% of the students receive free or reduced lunch. The school is beautiful and organized in teams and grade level pods. The school has a band and choir room, art room, and a double gymnasium. The school has a large area across the street for outdoor sports and physical education classes. Spanish is offered as a course for seventh and eighth grade students that can serve as Spanish I at Hinsdale South High School. Students are offered the opportunity to take pre-algebra, algebra, and geometry, for advanced placement in math. We have three special education facilitators and offer services that range from resource to full time instructional placement. READ 180 is a program that assists students with reading concerns.
The challenges faced in the classroom include meeting the needs of our diverse learners. Each classroom has students of varying abilities and a broad base of background knowledge. The teachers have studied differentiation of instruction and implement their lessons in a manner that can meet the needs of the students. The teachers have developed inter-disciplinary units that address varying learning styles in all content areas of the grade level. The school embraces PBIS and is working with the Extended Menta Method Model to develop Optimal Learning Environment Conditions for all our classrooms. We are RESPONSIBLE, RESPECTFUL, and SAFE.
All teachers and certified assistants meet the requirements of Highly Qualified under NCLB.
|
|
2006 |
2007 |
Average |
|
Enrollment |
352 |
372 |
362 |
|
Males |
176 |
189 |
183 |
|
Females |
176 |
183 |
180 |
|
% Free/Reduced |
33.9 |
47% |
40.45% |
|
White |
32% |
24% |
28% |
|
Black |
47% |
56% |
51.5% |
|
Hispanic |
12% |
11% |
11.5% |
|
Asian Pacific Islander |
9% |
7.5% |
8.25% |
|
Multiracial |
0% |
0.1% |
.005% |
2.3 Community Characteristics
Include extensive information and data on the attributes and challenges of the community that affect student learning, e.g., employment rates, census data, socioeconomic status, immigration patterns, business trends, tax base, crime rate, support organizations. Describe in narrative form; do not merely list or bullet attributes and challenges.
The community that makes up the population of Burr Ridge Middle School is diverse. There are multiple languages spoken in the homes of our children and in our community. The community is made up on a portion of Burr Ridge and a portion of Willowbrook. The Burr Ridge portion of our district is made up of a high socioeconomic mix. The Willowbrook portion of our district is made up on single-family homes and apartments with the apartment dwellers making up the majority of students attending Burr Ridge Middle School. The largest apartment complex is government-supported housing and have income maximums connected with living there. The district works in close cooperation with the Burr Ridge Police Department and DuPage County Sheriff to provide a safe and orderly learning environment as well as in the community. The school is part of the Willowbrook Corner and works with the Downers Grove Township Office toprovide programs in and out of the school. We are working with IST (Intervention Strategies Team) from SASED, our Special Education Cooperative, MENTA with the Extended Menta Method Model, PBIS (Positive Behavior Intervention Strategies) and Character Counts!
Both communities are southwestern suburbs of Chicago.
3.0 Data Collection and Information
3.1 STATE ASSESSMENT DATA: ISAT
Show three or more consecutive years of state assessment results (ISAT, IMAGE, and IAA, as appropriate, and for LEP students, from IPT, LAS, LPTS or MAC II) in reading and mathematics for those groups that have AYP performance targets identified in Component 1.0. The validity and reliability (3.7) of these test data are assumed to be adequate.
|
Reading |
||||
|
|
2004 |
2005 |
2006 |
2007 |
|
Groups |
Gr 5 |
Gr 8 |
|
Gr 5 |
Gr 8 |
|
Gr 5 |
Gr 6 |
Gr 7 |
Gr 8 |
|
Gr 5 |
Gr 6 |
Gr 7 |
Gr 8 |
|
|
Total
|
64.7 |
63.6 |
70.4 |
74.0 |
60.0 |
71.2 |
69.0 |
70.3 |
56.4 |
56.8 |
64.7 |
63.6 |
||||
|
Economically disadvantaged |
50.0 |
28.5 |
47.7 |
65.2 |
40.5 |
62.5 |
56.7 |
57.7 |
57.8 |
63.4 |
51.1 |
46.2 |
||||
|
LEP
|
N/A |
N/A |
N/A |
N/A |
N/A |
N/A |
N/A |
N/A |
N/A |
N/A |
N/A |
N/A |
||||
|
Students w/disabilities |
|
21.4 |
N/A |
N/A |
N/A |
50.0 |
N/A |
N/A |
13.4 |
N/A |
35.3 |
16.7 |
||||
|
White, Non-Hispanic |
72.1 |
79.5 |
85.7 |
76.4 |
53.7 |
68.0 |
87.1 |
86.9 |
73.7 |
87.0 |
75.0 |
80.0 |
||||
|
Black, Non-Hispanic |
46.0 |
34.4 |
51.6 |
57.7 |
46.6 |
65.8 |
50.0 |
52.5 |
41.0 |
58.1 |
58.2 |
53.2 |
||||
|
American Indian or Alaskan Native |
N/A |
N/A |
N/A |
N/A |
N/A |
N/A |
N/A |
N/A |
N/A |
N/A |
N/A |
N/A |
||||
|
Asian or Pacific Islander |
76.9 |
70.5 |
85.7 |
70.0 |
N/A |
83.3 |
N/A |
N/A |
N/A |
80.0 |
N/A |
N/A |
||||
|
Hispanic
|
49.9 |
NA |
68.8 |
91.6 |
N/A |
83.4 |
80.0 |
N/A |
N/A |
N/A |
70.0 |
N/A |
||||
|
Multi-racial/ ethnic |
N/A |
N/A |
N/A |
N/A |
N/A |
N/A |
N/A |
N/A |
N/A |
N/A |
N/A |
N/A |
NOTE: GROUPS WITH 10 OR FEWER REPRESENTED ARE NOT REPORTED AS A GROUP ON SCHOOL REPORT CARD DATA IN ORDER TO PROTEST CONFIDENTIALITY
|
Math |
||||
|
|
2004 |
2005 |
2006 |
2007 |
|
Groups |
Gr 5 |
Gr 8 |
|
Gr 5 |
Gr 8 |
|
Gr 5 |
Gr 6 |
Gr 7 |
Gr 8 |
|
Gr 5 |
Gr 6 |
Gr 7 |
Gr 8 |
|
|
Total
|
87.2 |
48.5 |
63.4 |
65.7 |
83.4 |
79.4 |
64.4 |
80.8 |
73.8 |
71.5 |
72.6 |
75.0 |
||||
|
Economically disadvantaged |
73.9 |
26.7 |
61.4 |
56.5 |
75.7 |
65.6 |
50.0 |
65.4 |
71.7 |
63.4 |
62.2 |
69.0 |
||||
|
LEP
|
N/A |
N/A |
N/A |
N/A |
N/A |
N/A |
N/A |
N/A |
N/A |
N/A |
N/A |
N/A |
||||
|
Students w/disabilities |
N/A |
0.0 |
N/A |
N/A |
N/A |
50.0 |
N/A |
N/A |
33.4 |
N/A |
35.3 |
25.0 |
||||
|
White, Non-Hispanic |
90.7 |
62.3 |
68.4 |
84.2 |
74.2 |
84.0 |
83.9 |
86.9 |
89.5 |
87.0 |
90.0 |
96.0 |
||||
|
Black, Non-Hispanic |
81.8 |
20.6 |
56.5 |
38.5 |
69.7 |
75.6 |
42.1 |
71.8 |
70.0 |
58.1 |
65.4 |
59.5 |
||||
|
American Indian or Alaskan Native |
N/A |
N/A |
N/A |
N/A |
N/A |
N/A |
N/A |
N/A |
N/A |
N/A |
N/A |
N/A |
||||
|
Asian or Pacific Islander |
100 |
58.8 |
N/A |
65.0 |
N/A |
91.6 |
N/A |
N/A |
N/A |
100.0 |
N/A |
N/A |
||||
|
Hispanic
|
N/A |
N/A |
N/A |
66.7 |
N/A |
77.8 |
60.0 |
N/A |
N/A |
N/A |
75.0 |
N/A |
||||
|
Multi-racial/ Ethnic |
N/A |
N/A |
N/A |
N/A |
N/A |
N/A |
N/A |
N/A |
N/A |
N/A |
N/A |
N/A |
5.0 Action Plan for Anne M. Jeans Elementary School School Years: 07-08 & 08-09
STRATEGY
#1 TARGET #1
|
Students at ANNE M. JEANS |
will adequately improve performance in |
Reading on the ISAT reading test by increasing meets/exceeds category from 62.0% to 70.0%. for third grade and 54.0% to 70.0% for fourth grade. |
|
ACTIVITY (5.2) |
TIMELINE
|
ROLES & RESPONSIBILITIES
|
MEASURES FOR THE ACTIVITY
|
RESOURCES FOR ACTIVITY
|
|
Activity #1
All teachers at each grade level will have a common understanding of the 4 reading and writing stages: emergent, beginning, transitional, intermediate/advanced |
Monitored quarterly with final appraisal in June 2008 and June 2009. |
-All classroom teachers -Reading teachers -Teaching assistants -Special Education teachers |
-Survey of grade level teachers -Observations |
-Time -Final reading/writing appraisal |
|
Activity # 2
All identified students will participate in the Read 180 Program.
_
|
Begin in fall 2007 and 2008. Students will participate in the program until mastery. |
-3/4 Reading Specialist -Read 180 teachers -Paraprofessionals -Tech coordinator |
-Use of computerized progress for each student -Student progress check by reading specialist and Read 180 Teachers every 6 weeks -Gates-MacGinitie -Running Records -Classroom testing |
-Time -Cost of Read 180 -Staff -Tech costs
|
|
Activity # 3
First and second grade students will participate in Leading to Reading Program on an as needed basis. This program supports K and 3rd grade students where appropriate.
|
-Classroom rotations of 23 days each -Sept 2007 through May 2008 -Sept 2008 through May 2009 |
-K-2 Reading Teacher -Classroom teachers -Principal -Specials teachers -Paraprofessionals -Administration |
-Gates-MacGinitie -Running Records -Classroom testing -ISEL assessment -LTR assessments -DIBELS |
-LTR materials -Professional development -Time investment
|
|
Activity # 4
All teachers are expected to allow children to read at their level through flexible grouping.
|
Monitored by Principal throughout the year to maintain consistency |
-Classroom teachers -Principal support -Reading Teacher support -Paraprofessionals
|
-Principal check of lesson plans -Observation -Formal observations -Informal classroom visits by principal and colleagues
|
-Professional development -Time -Leveled readers |
|
Activity #5
Every child at AMJ will take a minimum number of Accelerated Reader tests at his/her instructional level. Pre-K as possible Kind as appropriate 1st as appropriate 2nd Q2 = 2 Q3=4 Q4=6 3rd Q2 = 3 Q3=6 Q4=9 4th Q2 = 4 Q3=8 Q4-12
|
Completed by June of 2008 and June of 2009 |
-All classroom teachers -Special education teachers -Learning Center Director - Learning Center Assistant |
-AR assessments -Library reports of AR books checked out -Teacher monitoring |
-AR books -AR tests on computer -Time
|
|
Activity # 6
Specials teachers will participate in professional development for the purpose of training the teachers in reading strategies that will be embedded in thematic and multidisciplinary units taught during specials classes. _
|
Dec 2007-April 2008 and Dec 2008-April 2009
|
-Reading Teacher -classroom teachers -paraprofessionals -tech coordinator -Principal -All staff |
-Observation -Pre-assessment of knowledge of subject area of unit -Post-assessment of unit materials -Connections to classroom materials |
-Time -Materials for projects -Professional development -Money |
|
Activity # 7
Based on needs assessment, professional development will be conducted in the area of Reading/Language Arts to identify areas of strengths and weaknesses in our instruction of literacy skills.
|
Oct 2007 Jan 2008 Feb 2008
|
-Reading Teacher -Classroom teachers -Principal -Specials teachers -Paraprofessionals -All staff -ROE |
-Survey results
|
-Time -Professional development |
|
Activity # 8
All 2nd through 4th grade level teachers will use ISBE resources to teach extended response to fiction and non-fiction and functional text.
|
Ongoing |
-classroom teachers -Principal -Reading Teacher -Paraprofessionals -All staff
|
-Extended response results on ISAT -Extended Response Assessment 2008-2009 school year |
-Time -ISBE resources -Professional development
|
|
Activity #9
Writing will be taught as a part of the literacy program with an emphasis on expository form for their grade level.
|
Ongoing |
-Reading Teacher -Principal -All classroom teachers will have mastery of instruction for expository writing by 2009 |
-ISAT extended response scores -Classroom assessments |
-Time -ISBE resources -Professional development
|
|
Activity #10 Teachers will provide instruction using guidelines of best practice in 5 areas of phonics, phonemic awareness, comprehension, vocabulary, and fluency |
Ongoing |
-All school & community |
-Submitted Lesson Plans -Classroom visits by principal and reading teachers |
-Time -ISBE goals and standards -Professional development |
|
Activity #11 School will provide literacy opportunities to involve parents, students, & community members with events such as Family Reading Night. Goal is to give students at least one new book for their personal library. |
2 times per year |
-Staff -Reading teachers -Principal -Community |
-Number of people attending -School Climate Survey |
-Donations from corporate organizations -Books -Staff/volunteers |
|
Activity #12 Special Education Students will increase in the areas of meets/exceeds by 10% on the ISAT. |
Monitored monthly |
-Special education teachers -Special education assistants -Principal -Special education facilitators |
-ISAT -DIBELS -Gates-MacGinitie -Grade level reading assessments |
-Time -Testing materials
|
|
Activity #13 Assessment will be conducted in the area of Reading to identify strengths and weaknesses in instruction of literacy skills. |
Ongoing |
-classroom teachers -Reading teachers -Special education facilitators |
-DIBELS -Gates-MacGinitie -ISEL -Text Fluency checks -Kindergarten assessments -Running Records |
-Time -Testing materials -Professional development
|
STRATEGY #2 TARGET #2
|
Students at ANNE M. JEANS |
will adequately improve performance in |
Math on the ISAT math test by increasing meets/exceeds category from 81.7% to 96.7% for third grade and 78.5% to 93.5% for fourth grade by the 2008-2009 school year. |
|
ACTIVITY |
TIMELINE
|
ROLES & RESPONSIBILITIES
|
MEASURES FOR THE ACTIVITY
|
RESOURCES FOR ACTIVITY
|
|
Activity # 1
Teaching practices will be aligned to assessment indicators provided by ISBE. Outcomes will be used by next grade level for planning.
|
Fall and Spring Annually |
-classroom teachers -paraprofessionals -Principal
|
-checklist of math assessment indicators completed by classroom teachers…are they addressing these pieces in content |
-Time -Materials |
|
Activity # 2
Students will complete an extended response to mathematics that meets or exceeds state standards at Grades 2-4.
|
-Q3 and Q4 of Grade 2 -quarterly in grades 3 and 4 |
-Classroom teachers -paraprofessionals -Administration |
-ISAT test results -extended response -assessment results
|
-Time -Assessments built
|
|
Activity # 3
School Improvement Team will update ongoing assessments.
|
Ongoing |
School Improvement Team |
-Completion of ongoing assessments and implementation of assessments across team
|
-Time
|
|
Activity #4
Students will increase their ability to write explanations and/or use oral justification skills in a variety of math concepts through problem-solving activities.
|
Ongoing |
-classroom teachers -paraprofessionals -Principal
|
-ISAT test results -assessment results
|
-Time -Problem of the Day Questions -Assessments Built -Intervention Resource Kit
|
|
Activity #5
All grade level teachers will consistently use common practices at the same time of the year.
|
Monthly review |
-classroom teachers -School Improvement Team |
-survey of grade level teachers -observations |
-Pacing Charts -Time |
|
Activity #6
Students in Grades 1-4 will participate in math groups to provide instruction for students at his/her instructional level.
|
Monitored throughout the year by building principals. |
-classroom teachers -Principal -paraprofessionals |
-Lesson Plan reviews by Principal -observations (both formal and informal) |
-Professional Development -Time -Intervention Resource Kit |
|
Activity #7
All students will exit current grade level with the ability to meet at least 80% of the grade level expectations.
|
Annually |
-classroom teachers -paraprofessionals -Principal |
-classroom assessment results -ISAT test results |
-Time -Intervention Resource Kit -support personnel (Special Education) -professional development
|
|
Activity #8
At least 62.5% of Special Education students at Anne M. Jeans will meet/exceed in Math on the ISAT by 2008.
At least 70% of Special Education students at Anne M. Jeans will meet/exceed in Math on the ISAT by 2009.
|
Monthly |
-special education teachers -paraprofessionals -special education facilitators -Principal
|
-ISAT test results -grade level math assessments
|
-Time -professional development -testing materials -ISBE framework |
-
STRATEGY #3 TARGET #3
|
Students at ANNE M. JEANS |
will adequately improve performance in |
The area of behavior by receiving 720 or fewer minor and major office referrals between August 2007 and May 2009. This would equal a 33% decrease from August 2007-May 2008 and a 40% decrease from August 2008-May 2009. |
|
ACTIVITY |
TIMELINE
|
ROLES & RESPONSIBILITIES
|
MEASURES FOR THE ACTIVITY
|
RESOURCES FOR ACTIVITY
|
|
Activity # 1
All students will be trained using the PBIS TeRRiFiC rules: Bathroom, Hallway, Entrance to Building, Recess, Lunch, Classrooms and Dismissal.
|
Quarterly |
-All classroom teacher -Universal(green) team
|
-Observations -SWIS data -Good behavior PAWS -SET Assessment -Random oral sampling of student knowledge based on PBIS strategies |
-PBIS binder -PAW stickers -PAW raffle slips and prizes -PBIS state technical assistance coordinator -Oral survey |
|
Activity # 2
Teachers will conduct cool tools activities to reinforce the TeRRiFiC Rules.
|
Weekly and Ongoing |
-All classroom teachers -PBIS Universal(green) and Secondary(yellow) teams will monitor |
-Observations -SWIS data -Good behavior PAWS
|
-PBIS binder -Teacher Professionsl Knowledge -Reinforcement items -PAW sticers -PAW raffle slips and prizes
|
|
Activity # 3
Students will receive a “Hands are Not for Hitting” and “Words are Not for Hurting” lesson.
|
Twice Annually |
-All classroom teachers -Social Workers -BIC teacher |
-Classroom discussion -SWIS data for touching and inappropriate language
|
-Staff -Storybooks
|
|
Activity #4
Students will participate in various Character Counts activities each month to reinforce the TeRRiFiC rules at AMJ.
|
Weekly |
-All staff -Social Worker -Principal
|
-Observations through the activities -SWIS data -Good Behavior PAWS
|
-Levled Character Counts activities -Character Counts Assemplies -Awards fro assembly |
|
Activity #5
New-entry students will be trained by the Seconday(Yellow) Team.
|
Monthly |
-Secondary Team -Students |
-Observations through the activities -New student survey -SWIS data -Good Behavior “PAWS” |
-PBIS binder -PAW stickers -PAW raffle slips and prizes |
-