Horizon Middle School

June 2013

Balanced Scorecard

In a safe, collaborative environment we provide educational opportunities

that empower all students to reach their fullest potential.

Amended Mission/Vision Statement more closely aligned to district mission.

DemographicsAfrican

AmericanAmerican

IndianAsian Caucasian Hispanic Other Pacific

IslanderTotal

2007-08 <5 27 8 785 9 <5 X 8342008-09 5 33 10 819 11 <5 X 8822009-10 <5 31 10 804 13 5 X 8662010-11 <5 33 10 846 8 <5 6 9082011-12 5 36 9 814 5 2 2 8732012-13 9 30 11 836 9 2 2 899

Ethnicity

% of Students with Free or Reduced

2007-08 10%

2008-09 11%

2009-10 12%

2010-11 11%

2011-12 13.5%

2012-13 12.3%

Lunch Statistics

7th Grade

8th Grade

9th Grade

School

2007-08 96.3% 95.6% 95.5% 96.28%

2008-09 96.6% 95.9% 95.6% 96.02%

2009-10 96.5% 96.1% 96.0% 96.04%

2010-11 96.45% 96.05% 96.08% 96.11%

2011-12 96.67% 96.41% 95.85% 96.39%

2012-13 96.60% 96.62% 96.23% 96.47%

Attendance

Band 1 Band 2 Band 3 Band 4 Band 5

Series1 3.47 3.23 2.97 2.87 2.38

0.25

0.75

1.25

1.75

2.25

2.75

3.25

3.75Absences Compared to Average GPAA

vera

ge G

PA

Band 1 = 0-4.99 Absences Band 2 = 5.00-9.99 Absences Band 3 = 10.00-14.99 Absences Band 4 = 15.00-19.99 Absences Band 5 = 20.00-24.99 Absences

465 Students

296 Students

104 Students35 Students

21 Students

Cell Substances Profanity Disrespect Property Fighting Harassment Theft Other

Number of Infractions 10 5 3 20 3 8 21 4 13

2.5

7.5

12.5

17.5

22.5

2012-2013 Number of Infractions

Number of Infractions

2012-13 Goals/Objectives

Horizon’s Three PlanAligned to District Balanced Scorecard Initiatives

Backwards Mapping: Year 3Goal: In order to ensure students are career, college, and community ready, all Horizon students will create and follow a personal educational portfolio that identifies key aspects of their person learning styles, strengths, and areas of growth. The plan will include long-term career goals as well as yearly educational and personal growth goals. progress.

District Goal: Develop instructional practices to ensure individual student success

Horizon Goal 1: Through a school-wide focus on informational text, reading strategies, and data driven instruction, Horizon Middle School will increase the number of students meeting reading growth goals by 4%.

Objective 1: All Horizon teachers will receive training in locating and utilizing data to make instructional decisions especially regarding reading skills.

Objective 2: Students will continue to engage in 90 to 120 minutes of informational text reading per quarter.

Objective 3: Using data, teachers will differentiate instruction and reading strategies when using informational text.

Library Statistics (2006-12)

  2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13

Total Books Circulated 16,764 17,926 18,420 18,573 20,300 * 16,979 * 16,624

Total Patrons in the Library 46,360 47,285 64,019 58,894 60,469 ** 56,062 ** 60,947

Average Daily: Reading & Research Classes 72 116 133 134 135 135 134

Avg. Daily Walk-ins: Classroom 41 45 67 63 62 60 64

Avg. Daily Walk-ins: Special Services 12 15 11 11 11 9 10

Avg. Daily Walk-ins: Study Halls 82 59 111 70 71 72 81

Avg. Daily Walk-ins: Home Base 36 6 21 23 21 19 32

Avg. Daily Walk-ins: Before & After School 22 21 16 18 21 19 26

Avg. Daily Walk-ins: Staff 20 20 20 20 26 26 24

Total Avg. Daily285 282 379 339 347 340 372

* Some of our students are now using e-Reader devices, so a gradual decline in the "Total Books Circulated" is predicted to continue. However, we saw an increase this year of library patrons!

** 2011-2012 is the first year with the Automated Patron Counter; all other years were only estimates. February, 2012 and February 2013 - Automated Patron Counter stopped working for a couple of weeks, so some estimating involved during those two weeks..

Horizon Library now has over 350 Fiction and NonFiction eBooks in the online catalog which can be accessed via any electronic device with Internet access.

Library Statistics (2006—2013)

District Goal: Develop instructional practices to ensure individual student success

Horizon Goal 2: Students will answer 60 facts correctly in one minute or will demonstrate a 50% increase in multiplication fluency measured by the timed fluency test.

Objective 1: Following a baseline assessment, students engage in fact review at least 1 time per week. A timed test will be administered one time per month. Students will graph their improvements.

Objective 2: Teachers will differentiate for learners who demonstrate proficiency and for learners who are not demonstrating growth.

Results: Results indicated that classrooms with consistent fact review and student charting showed an increase in fluency.

District Goal: Align instructional practices with data

Horizon Goal 3: Teachers will engage in data discussions and coaching opportunities to refine their instructional practices and differentiation strategies.

Objective 1: All teachers will receive training in using MAP and other sources of classroom and school data as measured by documentation in grade level team meeting minutes. This information will be used to tier students as part of RtI process.

Results: All grade level teams participated in a 4 week training regarding RtI. Teams also received instruction from BPS technology department regarding use of MAP. One team meeting per week was dedicated to the discussion of data, instructional decisions, and RtI.

AdvancED Results

Standard 1 Standard 2 Standard 3 Standard 4 Standard 50.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.00

4.50

All Responses

Staff Response

Student Response

Parent Response

Self Assessment

Rank Indicator# Description Student Parent Staff Avg.

1 4.3School maintains facilities, services, and equipment to provide a safe clean, and healthy environment. 3.70 4.18 4.50 4.13

2 4.4 Students and staff use a range of media and information resources. 4.14 4.10 4.13 4.12

3 4.1School has resources and provides services that support its purpose and direction to ensure success.   4.05 4.08 4.07

4 1.3School leadership implements a continuous improvement process with clear direction for improving student learning 4.00 3.95 4.24 4.06

5 2.1Governing body establishes policies and practices that ensure effective administration. 3.91   4.18 4.05

6 4.6School provides support services to meet the physical, social, and emotional needs of the student population. 3.86   4.23 4.05

7 4.5Technology infrastructure supports the school's teaching, learning and operational needs. 4.01   3.98 4.00

AdvancEd Indicators above 4.00

AdvancEd Indicators Below 3.75

24 3.11 All staff members participate in continuous program of professional learning.     3.70 3.70

25 3.12School provides and coordinates learning support serves to meet the unique learning needs of students. 3.86 3.62 3.61 3.70

26 5.2

Professional and support staff continuously collect, analyze and apply learning from a range of data sources, including comparison and trend data about student learning, instruction, program evaluation, and organizational conditions.     3.64 3.64

27 3.5Teachers participate in collaborative learning communities to improve instruction and student learning.   3.80 3.45 3.63

28 3.2

Curriculum, instruction, and assessment are monitored and adjusted systematically in response to data from multiple assessments of student learning and an examination or professional practice. 4.09   3.15 3.62

29 3.8School engages families in meaningful ways in their children's education and keeps them informed of their children's learning progress. 3.71 3.70 3.24 3.55

30 3.3Teachers engage students in their learning through instructional strategies that ensure achievement. 3.60 3.73 3.18 3.50

Rank Indicator# Description Student Parent Staff Avg.

Other Notes of Interest

Professional Development• Book Study on RtI• All teachers participated in 15 Fixes discussions/ 30 teachers took course for

credit• Teachers worked in department level and grade level content area groups to

develop common assessment, proficiency scales, and SBG• Science teachers began discussion of Next Generation Science Standards• English department implemented new curriculum• Focus on Common Core and Literacy Standards in Social Studies and

Science

Adjustment in Counseling Department• Added 1 counselor per grade level; will follow students as they move from

grade to grade• Counselors involved in RtI and attend weekly team meetings

Co-Teaching and Co-Planning

Where do we go from here?

Standards Based Grading: Full Implementation Grade 6, Transition Year for Grades 7 and 8

6th Grade Transition: Continuously monitor student/teacher adjustment to middle school concept

Data and RtI• Continued focus on RtI Academics• Begin discussion of RtI-B using standards based behavior rubric and

behavioral expectations.Peer and Instructional Coaching• Various models of peer, team and instructional coaching will continue

to support transition, SBG, and RtI

Informational Text• Focus on reading and writing informational texts• Literacy Standards and Common Core