Franklin Middle School State of the School December

Franklin Middle School State of the School - December 19, 2019

Agenda Franklin: WHO WE ARE • Mission and vision • Strengths • Challenges OUR SCHOOL IMPROVEMENT PLAN • Goals and strategies • Sharing student progress TITLE I • Overview of Title I • How we’re using our Title I funds • Title I and Family Engagement 2

Franklin Middle School Vision Mission Our Mission is to implement strategies to engage awesome minds to be prepared for success in high school and college.

Enrollment Sixth: 100 Seventh: 127 Eighth: 118 Total: 345 Students

Racial Demographics Note: 14% of our students are classified as white, but are Spanishspeaking and/or of Hispanic descent.

Percent Enrolled by Demographic ● ● Higher SPED (23%) Lower ELL (11%) Higher HHM (12%) Higher FRL-Eligible (81%)

Course Offerings At Franklin, we offer the following elective courses: ● ● ● ● ● Band Choir Dance/Theater Art Spanish Explore Cosmetics/Aesthetics AVID Physical Education Health Explore for Black Males We also offer the following courses/services to augment our core instruction: ● ● ● ● ● Telescope Math 7 -8 Telescope Math 8 -9 Read 180 Reading Intervention System 44 Special Education Math CLASS Math Resource Math/Reading for SPED Students Social Skills Instruction Advisory with SEL and Reading Foci Self-Contained English Language Devel. Push-in Services for SPED and ELL Students

SCHOOL IMPROVEMENT GOALS As a result of our comprehensive needs assessment, our school is committed to working toward the following goals: 1. By 2021, consistent attendance for all students will increase from 57% to 77%. 1. By 2021, on MCA Reading and Math growth and proficiency, the percent of students in “falling behind”, “behind”, and “slipping back” categories on MCA Reading and Math will decrease by 20% (from 82% to 62% in Reading and 85% to 65% in Math) 1. By 2021, the percent of all students who report feeling connected to school on the student survey will increase from 48% to 70%.

Progress Toward SIP Goals - PD dedicated to reading strategies. This has been delivered to all staff, and is reinforced in the social studies department in particular, as all teachers in that department are implementing these strategies with fidelity under the direction of the reading specialist. These strategies include the THIEVES strategy for previewing text, a three rule framework for summarizing after reading, and direct instruction related to fiction and non-fiction text structures. - Word of the day in advisories. This is a school-wide initiative centered on providing explicit vocabulary instruction, along with deepening students’ understanding of various vocabulary-adjacent features (synonyms, antonyms, parts of speech, etc. ). All teachers provide this instruction during our advisory period. - PD delivered to all staff around culturally relevant engagement strategies. This includes an emphasis on trauma-informed practices that take into account the backgrounds and experiences of our students, while also aiming to keep them actively engaged and thinking more profoundly and critically about the material they are engaged with. This PD was led by the reading specialist.

Progress Toward SIP Goals (cont’d) - “Everybody reads” advisory model. Students are grouped based on FAST data, current grade level data, and historical data to ensure they are paired with other students of a similar reading level. These groups are then led through independent reading and small group reading instruction, with lower readers enrolled in advisories with reading teachers who are more professionally equipped to teach them lagging skills. - Reader’s workshop model. Students who are significantly behind in reading are enrolled in a reader’s workshop class that provides them with remedial instruction in a class with fewer students (and thus more individual attention from the teacher). We have a reading interventionist whose sole responsibility is to lead these classes for each grade level. These classes are offered in addition to students’ regular reading classes.

Title I – What does it mean? Title I is a federal program that provides money to schools and districts to help us make sure all children have equal access to high-quality education, and to meet our state’s educational standards. Title I status is based on the number of students in our school from low income families. Our school is a schoolwide Title I program, which means all our students are able to benefit from the services we provide with our Title I funding. Title I – Impact for Families • Request information about the qualifications of your child’s teacher(s) or paraprofessional(s) • Know how your child’s school is rated on its state test scores • Know any rules for student participation in mandated assessments • Expect regular communication with your school in your chosen language • Work with other families and staff to develop a compact between our school and our families • Help plan how money for family involvement should be spent • Work with teachers, other families, and the school principal to develop a family involvement plan • Ask for a meeting with your school principal or your child’s teacher at any time

Title I at Franklin • Increased the number of Deans and Support Staff • Increased the number of Parent and Family Liaisons • Purchase varying programs and curriculums such as 7 Mindsets • Provide school supplies for all students throughout the school year • Funded TOSA positions to focus on academic coaching in Math and Literacy