2016-17 School Improvement Plan
2016-2017 Ferrucci Junior High Comprehensive School Improvement Plan

Staff Mission Statement:

Making Connections: Using today’s standards to prepare for tomorrow’s challenges. (Will be discussed and updated for the 2017-2018 school year)


 Cougar
P.O.W.E.R. reinforces and promotes the core principals of Pride, Ownership, Warmth, Encouragement, and Respect.

The Ferrucci Junior High POWER principles:

Pride - Students will be encouraged to take pride in themselves, others, and the school.

Ownership - Students will be encouraged to be responsible for their actions and attitudes.  Students will also take responsibility to care for others and the school.

Warmth - Students will be encouraged to create a warm community where all students, staff, and parents are welcome.  A culture of care should pervade the whole school which is reflected in the way people treat each other.

Encouragement - Students, staff, and parents will be encouraged to set and accomplish personal and professional goals.  Students will encourage others to accomplish their goals.   Again, a positive culture motivates all to do their best to improve themselves, others, and the school.

Respect - Students will be encouraged to respect themselves, others, and the learning environment.  Positive student behaviors will be supported, while any behavior that disrespects will be carefully confronted.



2016-17 CSIP Goals:
  • We will score above state assessment averages in 7th and 8th grade ELA, Math, and MSP Science.

  • All students will show measurable growth in content areas standards.

  • Increase the number of ninth graders leaving Ferrucci with improved college/career skills and 6.5 high school credits.

Intervention Program: "Coug Time"

  • Coug Time will be 30 minutes on Tuesdays through Fridays.

  • Coug Time will be eliminated when there are assemblies or alternate schedules.

  • One core teacher from each core subject (LA, SS, Math, SCI) will not have a Coug Time, they will work on pull out intervention and cover other teacher Coug Times when communicated that a teacher would like to focus on a group of students during Coug Time.

  • Teachers may pull a student from another Coug Time using the student’s planner as a pass. Those students must check in with their Coug Time teacher and immediately go to the intended Coug Time. Communication among teachers when this is encouraged, and teachers must be their own “gauge” when thinking of the amount they would pull into their Coug Time. Pulling students could be used for finishing formative and summative assessments, making up missing work, focusing on concepts where a student or group of students could be needing assistance.

 

Intervention Core Schedule:

Coug Time Intervention Schedule

Tuesday

Wednesday

Thursday

Friday

Math

9

8

7

 

Science

 

9

8

7

ELA

7

 

9

8

SS

8

7

 

9

 

Goals:

  • Increase achievement and success for all students. 

  • Decrease the amount of Fs at each quarter and semester.

  • Allow teachers to build on concepts with students to further learning.

 

Other Improvement Activities:

AVID Core Skills (Organization, Note-taking, Questioning, Collaboration)
Co-Teaching - English, Social Studies, and Math at multiple grade levels
Cougar "Homework" Club - After school assistance with Homework/Class work
Tea Tuesday – After school assistance supported by teachers and student tutors
Student-Led Conferences (Goal Setting, Assessment Results, Student Reflection)
On-Time Graduation Specialist (OTGS) for 9th Grade
Academic Counseling Support
Attendance Interventions

 Reading

RTI Reading Pull-Out Support
Homeroom - Reading Intervention and Enrichment
STAR Reading Assessment - Progress Monitoring
Special Education - Resource Reading

 Math

 RTI Math Pull-Out Support
Co-taught Algebra Support Class
Homeroom - Math Intervention and Enrichment
STAR Math Assessment - Progress Monitoring
Special Education - Resource Math
Supplemental Programs (IXL, Khan Academy, etc.)

Use of Technology
In each of our schools, technology is a primary tool to facilitate instruction and these tools have a positive impact on student learning. Technology also allows our school to communicate effectively with parents through a variety of innovative means. We also use various district software applications for student intervention as we continue to develop Response to Intervention (RTI) systems in our school.

  • Schoology: Contains teacher instructional materials and guidelines; communication for parents, and student access to instructional materials.
  • STAR Reading and Math Assessments: Diagnostic assessments to provided benchmark indicators on student performance in reading and math.
  • PerformancePLUS: Repository for all state, district, and building assessment data; data available to analyze student performance by school teams.
  • School Messenger: Communication tool to inform parents on important school information and student learning events.

Safety:
The mission of Puyallup School District’s Emergency Planning is to develop and maintain a comprehensive plan to protect students and staff and to prepare for, respond to, and recover from all types of emergencies that might occur in the District.

The District continues to have requirements in place for written site-based emergency plans. An updated emergency preparedness guide has been written to provide school principals and site administrators with guidelines for revising and maintaining emergency plans for their site. Building administrators receive monthly training on emergency preparedness, with a focus on pre-teaching and de-briefing required monthly drills.

COMMON EXPECTATIONS for ALL SCHOOLS include:

• A minimum of 10 emergency drills per year, one per month September through June (3 fire, 3 lockdown, 1 shelter-in-place, 1 mapping, 1 earthquake, and 1 lahar (valley schools)

• Use of Rapid Responder for storing emergency plans, school maps, safety teams and recording of annual drills or actual events

• All exterior doors locked except one

• Drilling lockdowns in progressively more difficult scenarios, using a script

• Use of the “Run, Hide, Fight” concept

• Pre-teaching students, drilling, then debriefing with students after each drill, including a discussion around “what would happen next”

• ALL staff members participate in drills, even those which are unannounced

• Use of the district’s standard Student Release protocol

• Review of our school reunification site and its appropriateness

• Standard room numbering throughout the district with locator signs

• Classroom numbers posted in exterior windows

• Prepare front door lockdown signs and window coverings: enlarge, print, and laminate.



State Scores - part of our baseline data used to form our CSIP Goals: (Data will be updated)

Reading:


Math:


Science:


Demographics:



Teacher Information: