2022-2023 School Improvement Plan
Gwendolyn Brooks Middle School
Brooks SIP Introduction
In our GBMS 2022-2023 School Improvement plan you will find summaries of our identified strengths and opportunities of growth based on a thorough analysis of student data connected to Language & Literature, Math and Social Emotional areas. As a result of this analysis, our SIP team identified universal adult focused strategies/practices and professional learning to support the implementation of the strategies that will result in students reaching our identified universal student goals. The student goals focus on improvement in student engagement, sense of belonging, Reading/Writing and Math. We are striving to create a sense of belonging for all GBMS community members. We want to ensure our students are engaged and interested in their growth as a GBMS student. Please feel free to interact with our GBMS staff about our universal student goals and the implementation of identified adult strategies/practices as we navigate this school year together.
In partnership with you,
GBMS School Improvement Team
*April Capuder, Principal, Stacie Klein, Culture and Climate Assistant Principal, Angelica Love, 6th and 7th Grade Curriculum and Instruction Assistant Principal, Antoine Bland, 8th Grade & Multi-needs Curriculum and Instruction Assistant Principal, Lauren Olson, Culture and Climate Coach, Katie Dean, Instructional Coach, Veena Rajashekar, Middle School Curriculum Specialist, Joe Casanovas, 6th Grade Math Teacher and MTSS Middle School Leader, Michael Youngberg, 7th Grade Special Education Teacher, Stephanie Smith, 6th Grade Individuals & Societies Teacher, Laura Stamp, 8th Grade Science Teacher, Stephanie Suerth, French Teacher
Brooks Universal Goals
Universal Student Goals
Engagement
By Spring of 2023, 28% of students will report favorable engagement in the classroom on the Panorama Survey.
28%
Students who monitor their own progress toward learning objectives, feel eager and challenged in their learning which will lead to better academic performance and achievement.
Sense of Belonging
By Spring of 2023, 41% of students, will report favorable Sense of Belonging in the classroom on the Panorama Survey.
41%
A feeling of belonging is linked to higher levels of student emotional and physical wellbeing & better academic performance and achievement.
ELA IAR Proficient
By Spring 2023, 50% of students will reach proficiency in ELA on the IAR assessment.
By spring 2023 63% of students will reach the literacy MAP threshold. .
50%
Students being able to read and write on grade level empowers them as learners to engage in learning across all content areas.
Literacy MAP Threshold
63%
Math IAR Proficient
By Spring 2023, 42% of students will reach proficiency in Math on the IAR assessment.
By spring 2023, 52% of students will reach the Math MAP threshold.
42%
Mathematical knowledge plays a crucial role in understanding the contents of other school subjects and opens doors to taking higher level math in High School/College leading
Math MAP Threshold
52%
Brooks Theories of Change & Measuring Success
Theory of Change - Engagement Universal Strategy
If Leaders
Provide resources, professional learning opportunities, and time for staff to develop academic classroom routines and structures that support students’ social needs while they are learning.
Then staff will
Identify academic classroom routines and structures that support students’ social needs while they are learning.
Then staff will
Consistently implement academic classroom routines and structures that support students’ social needs while they are learning.
Resulting in
Students feeling eager and challenged in their learning which will lead to better academic performance and achievement.
Students will
Be more academically engaged in class and need fewer social breaks outside of the classroom
Data to Progress Monitor/Street Level
Agendas, planning tools, and feedback from staff on professional learning
Data to Progress Monitor/Street Level
Super team, COI, and department agendas and reviews
Data to Progress Monitor/Street Level
Learning walk data, unit lesson plans, COI, super team, and department agendas & reviews
Map & Satellite Level Data
28% of students will report being academically engaged on the spring Panorama Survey
Data to Progress Monitor/Street Level & Map Level
Panorama Survey data in the fall. teacher observational data, exit ticket/reflection prompts related to engagement prompts, Copilot Elevate survey data
Theory of Change - Belonging Universal Strategy
If Leaders
Follow behavior expectations and engage in consistent, intimate opportunities for students to connect with peers on a social and academic level (system wide), and a need for all staff members to invest and take pride in the school culture and support a sense of belonging.
Then staff will
Provide professional learning, planning and time to prioritize: behavior expectation, relationship building and student discourse
Then staff will
Demonstrate consistent evidence of positively reinforcing behavior expectations, of strategies implemented where students can connect with peers in academic and social settings
Resulting in
Greater feeling of belonging which is linked to higher levels of student emotional and physical wellbeing & better academic performance and achievement.
Students will
Data to Progress Monitor/Street Level
Agendas, planning tools, and feedback from staff on professional learning
Data to Progress Monitor/Street Level
Tier 1 team agendas, COI agendas, and student advisory board agendas
Data to Progress Monitor/Street Level
learning walk data, lesson plans, COI reviews, brooks bucks, and student voice
Map & Satellite Level Data
41% of students report a sense of belonging on the spring Panorama Survey
Data to Progress Monitor/Street Level & Map Level
student focus groups, surveys, other forms of student voice, or NWEA MAP
Reinforce behavior expectations and plan to provide consistent structures for relationship building and student to student discourse within the classroom and school community
Theory of Change-Reading/Writing Universal Strategy
If Leaders
Engage in rigorous planning to provide high quality professional learning connected to Universal Design for Learning framework (UDL) for reading and writing.
Then staff will
Learn and implement high impact instructional strategies and structures to engage students in reading and writing activities based on individual student needs with built-in feedback loops.
Then staff will
Plan during COI to identify opportunities for students to 1) set meaningful learning goals 2) collaboratively discuss the meaning of text and 3) revise in response to peer and teacher feedback to improve written expression and language convention.
Resulting in
Improved outcomes for students on literacy measurements of grade-level standards, especially for those students furthest from our universal goals.
Students will
Work through the process of goal- setting in all classes.
Dialogue with peers on the meaning of texts utilizing learning structures.
Monitor and reflect upon progress in written expression with student centered protocols.
Data to Progress Monitor/Street Level
SIP Document
Leadership Agendas
COI Agendas
Coaching Cycles
Learning Walk Data
EOY Reflections
Feedback from staff on professional learning
Data to Progress Monitor/Street Level
Wednesday PL
COI Meetings/Grade Level Meetings Agendas
SuperTeam Meeting Agendas
Coaching Support
Learning Walk Data
Data to Progress Monitor/Street Level
Department unit/lesson development & planning
COI Data Reflections
Pre and Post observation conferences
Map & Satellite Level Data
50% ELA IAR Proficient
63% Literacy MAP Threshold
Data to Progress Monitor/Street Level & Map Level
Teacher Observations
Student Conferences & Surveys
Participation Rubrics
Formative and Summative Assessments
Benchmark Assessments
AIMSWeb+ Assessments
Theory of Change - Math Universal Strategy
If Leaders
Engage in rigorous planning to provide high quality professional learning connect to Universal Design for Learning framework (UDL) for math instruction.
Then staff will
Learn and implement high impact instructional strategies and structures to engage students in discourse and written expression of math thinking with built-in feedback loops
Then staff will
Consistently provide opportunities for students to 1.) offer evidence of learning verbally and in writing, 2.) participate in collaborative discourse about math concepts and thinking 3.) revise mathematical thinking in response to peer and teacher feedback
Resulting in
Improved outcomes for students on mathematical measurements of grade-level standards, especially for those students furthest from our universal goals.
Students will
Consistently have opportunities to 1.) articulate problem solving process in writing 2.) independently engage in collaborative structures with peers 3.) use peer and teacher feedback to revise mathematical understanding
Data to Progress Monitor/Street Level
SIP Document
Leadership Agendas
COI Agendas
Coaching Cycles
Learning Walk Data
EOY Reflections
Feedback from staff on professional learning
Data to Progress Monitor/Street Level
Wednesday PL
COI Meetings/Grade Level Meetings Agendas
SuperTeam Meeting Agendas
Coaching Support
Learning Walk Data
Data to Progress Monitor/Street Level
Department unit/lesson development & planning
COI Data Reflections
Pre and Post observation conferences
Map & Satellite Level Data
42% Math IAR Proficient
52% Math MAP Threshold
Data to Progress Monitor/Street Level & Map Level
Teacher Observations
Student Conferences & Surveys
Participation Rubrics
Formative and Summative Assessments
Benchmark Assessments
AIMSWeb+ Assessments
Brooks Universal & Targeted Strategies
Universal & Targeted Strategies
Goal Area | Strategies |
Engagement | Universal Strategy: Consistently implement academic classroom routines and structures that support students’ social needs while they are learning. |
Targeted Strategy: Continue developing structures to support targeted groups within our MTSS systems, including leveraging our time with students in SOAR. Target Groups: Black, hispanic, multi-racial, special education, gender/non-binary, F/R | |
Belonging | Universal Strategy: Demonstrate consistent evidence of positively reinforcing behavior expectations, of strategies implemented where students can connect with peers in academic and social settings |
Targeted Strategy: Continue developing structures to support targeted groups within the MTSS B system. EX: SIAG groups, affinity groups, student advisory board, other student voice opportunities Target Groups: Black, hispanic, multi-racial, special education, gender/non-binary, F/R | |
Reading & Writing | Universal Strategy: Plan during COI to identify opportunities for students to 1) set meaningful learning goals, 2) collaboratively discuss the meaning of text and 3) revise work in response to peer and teacher feedback. |
Targeted Strategy: Developing and monitoring structures to support targeted groups within MTSS A system which includes providing additional time and direct instruction based on barriers to understanding CORE grade level reading/writing standards with students in SOAR: ie SOAR Reading & Strategic Reading Target Groups: Low income student group | |
Math | Universal Strategy: Plan during COI to Consistently provide opportunities for students to 1.) offer evidence of learning verbally and in writing, 2.) participate in collaborative discourse about math concepts and thinking 3.) revise mathematical thinking in response to peer and teacher feedback |
Targeted Strategy: Developing and monitoring structures to support targeted groups within MTSS A system which includes providing additional time and direct instruction based on barriers to understanding CORE grade level math standards with students in SOAR: ie SOAR Math & Strategic Math Target Groups: Low income student group |