Bedford Middle School Comprehensive School Improvement Plan 2015-2016


Comprehensive School Improvement Plan Report


The school improvement plan is maintained and monitored by Indistar®. Indistar is a web-based system implemented by the    Virginia Department of Education to inform, coach, sustain, track and report improvement activities. While the state provides a framework for the process, each division team and school team applies its own ingenuity to achieve the results it desires for its students. The BMS Leadership Team meets monthly to assess and monitor the objectives in the school improvement plan.


Indicator—ID10– The Leadership Team regularly looks at school performance data and aggregated classroom observation data and uses that data to make decisions about school improvement and professional development needs.


Describe current level of development: At this time, the Leadership Team has looked at common assess data for the first quarter. They have identified overall weaknesses and areas to address.

 Plan: Assigned to Principal

 How it will look when fully met: The Leadership Team will utilize data to identify instructional areas that need school-wide improvement. Teachers will receive professional development on utilizing data to guide teaching and utilize disaggregated data to identify specific areas of weakness in instruction. The Leadership Team will conduct walkabouts to identify areas where instructional support is needed.

 Target Date: 5/27/2016

 Indicator: IF08—Professional development for the whole   faculty includes assessment of strengths and areas in need of improvement from classroom observations indicators or effective teaching. (72)

 Describe current level of development: Professional development has been provided by the instructional staff at the school board level on differentiation and lesson planning. Student engagement is another area that will continue to receive support through professional development. The leadership team has identified weaknesses such as the use of research based strategies and effective differentiation in the classroom. A plan is being developed to provide more opportunities for professional development in these identified areas.

 Plan: Assigned to Assistant Principal

 How it will look when fully met: Teachers will utilize a protocol that will assist with analyzing where improvements need to be made in instruction, curriculum or professional development. The protocol will be based on Webb’s Depth of Knowledge.

 Target date: 5/27/2016


 Indicator: IIIA01—All teachers are guided by a document that aligns standards, curriculum, instruction, and assessment. (110)

 Describe current level of development: The following are essential actions from the December 18, 2013 Academic    Review:

· Lesson plans will be revised to reflect the cognitive levels required by the Standards of Learning.

· The administrative team will conduct monthly classroom walk-throughs in math and language arts classes to monitor the cognitive level of classroom instruction. Teachers are competent in their knowledge of the curriculum and are unpacking the standards to become more familiar with the intended cognitive levels of the standards.

 Plan: Assigned to Principal

 How it will look when fully met:

· Lesson plans will reflect the cognitive levels required by the Standards of Learning.

· The administrative team will conduct monthly classroom walk-throughs in math and language arts classes to monitor the cognitive level of classroom instruction.

· Teachers will build assessments with thought given to the cognitive level of the questions. The cognitive level of the instruction will match the intended cognitive levels of the standards. 

· Using the Virginia Standards of Learning Curriculum Framework, teachers will unpack the standards to find the cognitive levels and determine the student expectations. Classroom instruction will reflect the backwards planning necessary to embed the learning into daily lessons that reflect the cognitive levels and expectations. Assessments, both formative and summative, will appropriately match the cognitive levels and student expectations. Daily objectives and expectations will be effectively communicated to students in a way that helps them to monitor their own learning. Today I will. So that I can. I’ll know I have it when.

 Target date: 5/27/2016



Indicator: TA01-REQUIREDThe school uses an identification process (including ongoing conversations with instructional leadership teams and data points to be used) for all students at risk of failing or in need of targeted interventions. (2931)


Describe current level of development: The school’s current identification process includes the utilization of a data tracker, which documents SOL data, benchmark scores, and STAR results. In addition, teachers are analyzing SPBQ ports at the beginning of the year in order to identify those students in need of specific content/skill remediation. Through the SCT process, students are monitored and interventions are recommended to fit their unique needs. A Tier 1, Tier 2, Tier 3 identification chart was developed by the Math Department on April 28, 2013.


Plan: Assigned to Principal


How it will look when fully met: There will be an established identification process used by all teachers. Students will be identified as Tier 1, 2, or 3 based on multiple measures including SOL data, benchmark scores, Student Performances by Question reports, and daily assessments. Teachers will use a rubric to analyze the data from these measures in order to accurately, effectively and consistently assign students to the appropriate tier for intervention.

 Teachers will maintain data trackers to monitor student progress using multiple Formative and Summative assessments. While recognizing the fluidity of student performance, teachers will utilize this document to identify       students as Tier 1, 2 or 3.

 Target date: 5/27/2016

 Indicator: TA02– REQUIREDThe school uses a tiered, differentiated intervention process to assign research-based interventions aligned with the individual needs of identified students (the process includes a description of how interventions are selected and assigned to students as well as the frequency and duration of interventions for Tier 2 and Tier 3 students). (2932)

 Describe current level of development: Currently at BMS, teachers are providing remediation for those students who have been identified as Tiers 2 and 3. The research-based strategies that are most commonly used are Thinking Maps and CRISS strategies. The school leadership team is          researching options and ideas for developing a formal process to assign both research-based interventions that are aligned with the individual needs of identified students and differentiated remediation strategies for students in each tier. The division instruction team will assist in this process.

 A tiered intervention chart has been developed and will be utilized to implement strategies for students that have been identified in Tier 1, Tier 2, and Tier 3.

 The English department will meet to establish intervention guidelines for Tiers 2 and 3 intervention students. A tiered/differentiated unit planning guide will be utilized by all      English teachers to address the needs of students in Tiers 2 and 3.

 The division Supervisor of Humanities and school improvement coach will provide a professional development session for English teachers to go over available intervention strategies and programs, differentiation strategies that are effective and facilitate the creation of a document that will serve as a tool box for teachers in the intervention process.

 Plan: Assigned to Principal

 How it will look when fully met: Bedford Middle School will utilize a Pyramid of Interventions that establish how researched-based strategies will be used to target each of the three tiers individually. Teachers will use research-based strategies in which they have been trained by the Division Math Lead and Division Language Arts Instructional Coach. Students who are in Tier 1 will receive differentiated daily instruction by classroom teachers and will be monitored periodically to ensure progress. Tier 2 students will receive more support with small group remediation of  specific weaknesses taking place 3-4 times per week. The progress of Tier 2 students will be monitored 2-3 times per week. Tier 3 students will receive specific interventions and remediation based on the child’s individual needs. Tier 3 students will be monitored daily for progress.

 Target date: 5/27/2016

  Indicator: TA03-REQUIREDThe school uses a monitoring process (including a multidisciplinary team that meets regularly to review student intervention outcome data and identifies “triggers” and next steps for unsuccessful interventions) for targeted intervention students to             ensure fidelity and effectiveness. (2933)

 Describe current level of development: At Bedford Middle School teachers are meeting regularly by departments  during a common planning period to discuss and address student weaknesses, as identified through benchmark and other assessment data. Teachers utilize a “tracker board” to monitor student progress throughout remediation efforts. Teachers collaborate with the school counselor to move students into enrichment classes as needed throughout the year.

 The Leadership Team meets monthly to discuss assessment data and identify overall weaknesses.

 The Leadership Team meeting minutes include information regarding the progress of the school on identifying weaknesses and interventions to address the weaknesses.

 English teachers will analyze assessment results (formative and summative), meet with the grade level team and/or SPED collaborating teacher weekly, meet with the division school improvement coach monthly, and meet with the administrative designee monthly (or as amended) to discuss grade level student needs and instructional strategies for meeting those students’ needs.

 Plan: Assigned to Leadership Team Member

 How it will look when fully met: Teachers and administrators at Bedford Middle School will use an established Meeting Protocol for all grade levels and content area meetings. Through this protocol, faculty members will look at assessment data in depth by identifying overall and individual student weaknesses in an effort to reflect on instruction, as well as identify students in need of remediation. In meetings, teachers will collaborate to identify instructional problems and/or unsuccessful interventions, then work to create a plan for solidifying student understanding. Teachers and administrators will also look at how to engage and extend instruction for students who already grasp a concept.

 In Leadership meetings, members will monitor student progress through assessment data, as well as content area and grade level meeting protocol notes.

 Target date: 5/27/2016

 Indicator: IID11- Instructional Teams will review the results of pre/post tests to make decisions about the curriculum and instructional plans and to identify students  in need of intervention (both students in need of tutoring or extra help and students needing enhanced learning opportunities because of their early mastery of objectives).

 Describe current level of development: Grade level departments and individual teachers meet to analyze results of pre-assessments and common assessments at the end of each marking period. Names of students in need of remediation are forwarded to the Instructional Facilitator to have i-Ready assessments scheduled. i-Ready will be utilized as a remediation tool. At the end of the marking period, students currently receiving “20/20” assistance will be re-evaluated, and names may be added or removed from the list of students currently receiving extra assistance. Lunch study, AM computer lab and ASE are also used to remediate students who are behind or need extra opportunities to succeed.

Currently, students needing enhanced learning opportunities are typically enrolled in advanced level classes for subject areas. Individual teachers in non-advanced classes provide opportunities for enhanced learning, but these opportunities are not determined or monitored by anyone outside of the teacher’s classroom.

 Plan:  Assigned to Leadership Team Member

 How will it look when fully met: Teachers will use anecdotal and observational data to determine students in their classes who master specific units/material ahead of schedule, or who show consistent high levels of performance on formative/summative assessments. Individual departments will develop specific extension assignments for different units of the curriculum that students can complete which will allow them to demonstrate mastery of the material at a higher level than the formative/summative assessments being assigned to the majority of students.

 Target Date: 5/27/2016


 VC01: Teachers use evidence of student learning as feedback to adapt and differentiate instruction to meet the needs of the different students.

Describe current level: Currently, teachers meet weekly to discuss student progress.  On the meeting minutes, one of the questions we discuss and record is:  “What do we need to adjust to ensure success, i.e.- regrouping, schedule adjustments, specific strategies, review assessment, etc.?”  Other questions that teachers respond to are:  “What will we do for those who have not mastered the goal?” and “ What will we do for those who have mastered the goal?”

 Plan:  Assigned to Leadership Team Member

How will it look when fully met:  Researched based strategies that effectively address the unique learning needs of the students will be documented. Data will be shared that documents students’ success and mastery of concepts.

The plan will include steps for assisting students that have not mastered the concepts.

 Target Date: 05/27/2016