COURSE WORK--COURSE PERFORMANCE --
*63% (2017)/68% (2018)of our students are on track with grades, meaning that they all earn C's or better. 15% (2017)/12% (2018) are at some risk (1 or more D's) and 22% (2017)/20% (2018) are at significant risk (1 or more F's).

Our SpEd and ELL students are most at risk for these indicators.
*21% (2017)/23% (2018) of Sp Ed students are on track with grades--22% at some risk and 52% at significant risk.
*32% (2017)/39% (2018) of our ELL students are on track with grades--30% at some risk and 30% at significant risk.

COURSE WORK--COURSE PERFORMANCE--Quarter Grades--We would like to see 85% of all students on track or at some risk each quarter with at least 50% of our SP Ed and 75% ELL students on track or at some risk each quarter.

Teacher Clarity--intentional/effective scaffolds, department vertical alignment (each quarter or on elective days) continue with starters, objective trackers; implement Cornell Notes

Decide on implementing/monitoring-- focused PD, introducing Structured Discussions/Cornell Notes--some trying/light PD starters, objective trackers, scaffolds, Tier 1/Tier 2 classes--math lab, reading, executive functioning skills , MTSS Interventionist study skills

Focused PD--introducing Structured Discussions/Cornell Notes
Some trying/light PD starters, objective trackers, scaffolds

Each quarter through Skyward for grades

ATTENDANCE--72% (2017)/80% (2018) of our student are on track with attendance as measured by Early Warning Systems data. 21%/16% are at some risk and 7%/3% are at significant risk. Our SpEd students have the lowest overall attendance with only 55%/68% on track. ELLs 64%/83%

ATTENDANCE--In the 2018-2019 school year, BMS will have 85% of our students on track by the end of the school year. As a sub goal, we want to increase the percentage of Sp Ed students on track to 75% on track.

Teacher Student Relationships; PBIS; Kid Talk

PAWs, 2 by 10, Game Night, Who do you know activity (review each quarter), Team Competitions

2 by 10, PAWS/Mentoring Programs on grade levels, Classroom PBIS

Monitored 2x each quarter (mid and end) through attendance information on Skyward and Data Dashboard.

Behavior--Currently BMS has a solid PBIS program in place (TFI data) but lack a systematic use of Bruins Time (Friday 4th period) or a systematic way to address Social Emotional Learning (SEL)

Behavior--Research and implement an SEL Program (i.e. Second Step)

Teacher/Student Relationships

A more systematic use of Bruin Time on Fridays

Once a program is identified, implement we will be collecting feedback from teachers as they teach the lessons in their classrooms.

Identification of a program, teacher feedback on implementation, tracking of citizenship grades with the long term aim to reduce the numbers of N's and U's

COURSE WORK Reading -- 70% of our students are proficient or advanced, 24% at basic and 6% at below basic on RI. Our sped and ELLs are most at risk for this indicator. 21% of our sped students and 19% of our ELLs are proficient/advanced for RI.

COURSE WORK Math -- 38% of our students are proficient or advanced, 34% at basic and 28% at below basic on MI. Our sped and ELLs are most at risk for this indicator. 8% of our sped students and 28% of our ELLs are proficient/advanced for MI. Target for mid year should be in the basic range.

Course Work Reading--At least 80% of our students will be proficient or advanced on the Spring 2019 RI. Additionally, at least 80% of our SpEd and ELLs will improve by at least 50 points or 1 level at each administration of the RI during the school year. Finally, each grade level will determine a specific grade level RI goal to be determined from Fall 2018 SRI data.

Course Work Math--At least 80% of our students will be proficient or advanced on the Spring 2019 MI. Mid year comparisons should include basic or higher for the same percentage. Additionally, at least 50% of our SpEd and ELLs at basic or higher. Finally, each grade level will determine a specific grade level MI goal to be determined from Fall 2018 MI data.

Engaged Reading Strategies, Continued development of content IPLC's, Development of tier 2 math lab, Tier 3 supports and co-teaching

Tier 1: engaged reading, annotation, graphic organizers, summarizing, argument writing, math practice standards
Tier 2 and 3: Implementation of district model for reading and math lab (Tier 2/3).

Provisional Teachers (Differentiated): Engaged reading, annotation, graphic organizers, summarizing. Tier 1: math alignment, scaffolding. Tier 2 and 3 SpEd and ELL: targeted instruction in phonemic awareness, phonics, spelling, vocabulary, fluency, comprehension.

Tier 1: RI and MI data Fall, Winter, Spring, Tier 2 and 3: Progress-monitoring twice a month with DIBELS/Phonics measures.