ROBERT A. TAFT MIDDLE SCHOOL Principal: Michael C. Hazen Assistant to the Principal: David F. Demaree…

ROBERT A. TAFT MIDDLE SCHOOL

Principal: Michael C. Hazen

Assistant to the Principal: David F. Demaree

Our mission is to prepare today’s students for tomorrow’s challenges by developing students who think critically and take ownership of

their own learning, character, and achievement.

ROBERT A. TAFT MIDDLE SCHOOLACCOMPLISHMENTS FOR 2013-2014

Four Star School Status

2013-20142011-2012

Designated a letter grade of

an

“A”2013-20142011-2012

ROBERT A. TAFT MIDDLE SCHOOLACCOMPLISHMENTS FOR 2013-2015

• Received Four Star School Status from the state of Indiana.• Designated an “A” school by the Indiana Department of Education.• Implemented a spring musical performed by the Taft Drama Club. The first

phenomenal hit was “Schoolhouse Rock Jr., Live.” This year’s performance was a smashing rendition of “Annie Jr.”

• Established a stakeholder committee to create more partnerships with parents and local businesses to participate in the decision-making process to better Robert A. Taft Middle School for our students.

• Placed 17th in the state for Science Olympiad. • Placed 21st in the state for Academic Super Bowl.• Raised funds for Taft’s PTA Scholarship Endowment Fund that increased the

balance to over $47,000 that is on deposit with the Crown Point Community Foundation. Three scholarships will be awarded to Taft students graduating from Crown Point High School.

• Named a “Miracle school” by Riley’s Children’s Hospital.• Had an 8th grade student qualify for the State Geography Bee during the

2013-2014 school year. This year, we had a 6th grade student also qualify for this event.

• Launched a “Student of the Month” program.• Converted the Robotics club to a team and they began participating in

regional competitions.

ROBERT A. TAFT MIDDLE SCHOOLREPORT CARDS

2012 2013 2014

A B A

ROBERT A. TAFT MIDDLE SCHOOL2013-2014 REPORT CARD

Overall Student Performance• Taft students exceeded the 90% passing

rate and 83.5% state average for mathematics.

• Taft students reached an 88% passing rate which is above the 81% state average for ELA.

ROBERT A. TAFT MIDDLE SCHOOL2013-2014 REPORT CARD

Student Growth• Student growth did not affect our letter grade.• In mathematics, we missed the bonus target by 0.8% for

top 75% of students achieving high growth.


ISTEP+ % PASSING TRENDSPASSING BOTH MATH & ELA

2011 2012 2013 20140%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Perc

ent

Pass

ing


ISTEP+ % PASSING TRENDSMATHEMATICS

2011 2012 2013 20140%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Perc

ent

Pass

ing


ISTEP+ % PASSING TRENDSLANGUAGE ARTS

2011 2012 2013 21040%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Perc

ent

Pass

ing

ROBERT A. TAFT MIDDLE SCHOOL6TH GRADE MATHEMATICS ISTEP+

RESULTSIN COMPARISON TO LEAGUE

SCHOOLS

2010 2011 2012 2013 20140.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

82.0%

88.1%

95.9%

90.2% 92.0%This ISTEP+ trend data for 6th grade math shows that from 2010-2014, the percentage of students passing the ISTEP+ math test gradually increases, and our percentage of students passing is comparable with our league schools. This information lets us know that we are hovering around the 90% pass rate for the past few years, and we have some area for improvement within our league of schools.

ROBERT A. TAFT MIDDLE SCHOOL6TH GRADE ELA ISTEP+ RESULTS

IN COMPARISON TO LEAGUE SCHOOLS

This ISTEP+ trend data for 6th grade language arts shows that from 2010-2014, the percentage of students passing the ISTEP+ language arts test gradually increases, and our percentage of students passing is comparable with our league schools. This information lets us know that we are on average hovering a little below the 90% pass rate for the past few years, and we are towards the top of our league of schools based on our passing rate.

2010 2011 2012 2013 20140.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

84.2% 86.4%

93.2%

86.1%89.9%



SCHOOLS

This ISTEP+ trend data for 7th grade math shows that from 2010-2014, the percentage of students passing the ISTEP+ math test jumped from 82% in 2012 to above the 90% passing rate. When comparing the passing rates of Robert A. Taft Middle School’s students with our league schools’ students, our passing rate falls within the range of scores. This means that we are making improvements in this area and need to continue implementing strategies and best practices that have proven successful with our students.

2010 2011 2012 2013 20140.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

83.0% 82.2%

90.8% 91.1% 89.5%



This ISTEP+ trend data for 7th grade language arts shows that from 2010-2014, the percentage of students passing the ISTEP+ language arts test shows a range from 85%-90%. When comparing the passing rate of Robert A. Taft Middle School students with our league schools’ students, our passing rates are comparable and have been towards the top for the past two years. This means that we are making improvements in this area and need to continue implementing strategies and best practices that have proven successful with our students.

2010 2011 2012 2013 20140.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

85.6% 85.1%90.4% 88.6%

85.6%



SCHOOLS

This ISTEP+ trend data for 8th grade math shows that from 2010-2014, the percentage of students passing the ISTEP+ math test shows a fluctuation between 86% and 91% for the past five years. When comparing the passing rates of Robert A. Taft Middle School students with our league schools’ students, our passing rates fall within the range of all our league schools. This data tells us that we still have room to improve when compared to our league schools.

2010 2011 2012 2013 20140.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

91.0%86.3%

90.0%86.8%

89.8%



This ISTEP+ trend data for 8th grade language arts shows that from 2010-2014, the percentage of students passing the ISTEP+ language arts test consistently hovers between 87%-89%, with the exception of 2011. When comparing the passing rates of Robert A. Taft Middle School students with our league schools’ students, we fall within the range of scores from our league schools and have been inching towards the top for the past two years. This means that we are making improvements in this area and need to continue implementing strategies and best practices that have proven successful with our students.

2010 2011 2012 2013 20140.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

87.0%83.7%

89.3% 88.2% 88.8%


ACT EXPLORE RESULTS FOR 6TH GRADE

English (Benchmark

13)

Math (Benchmark

17)

Reading (Benchmark

16)

Science (Benchmark

18)

Composite12.5

13

13.5

14

14.5

15

15.5

16

16.5

20132014

This data shows us that our students are performing above the benchmark in English whereas the students are performing below the benchmark in math, reading, and science. This was the students first year taking the ACT Explore test.



English (Benchmark

13)

Math (Benchmark

17)

Reading (Benchmark

16)

Science (Benchmark

18)

Composite14

14.5

15

15.5

16

16.5

17

17.5

18

20132014

This data shows us that by 7th grade, students are making progress towards the benchmark scores. Students are exceeding the benchmark in English and math. However, students are still below the benchmark in reading and science.



English (Benchmark

13)

Math (Benchmark

17)

Reading (Benchmark

16)

Science (Benchmark

18)

Composite16.616.8

1717.217.417.617.8

1818.218.418.6

2014

2014

Last year, 2014, was the first year that 8th grade students were administered the ACT Explore in the spring. Previously, this assessment had been given in November. The 2014 spring ACT administration has established baseline scores for subsequent test data. This data shows us that by 8th grade, students are exceeding the benchmark in all areas.

Teaching and Assessing for Learning The schools’

curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness

and student learning.

ADVANCED STANDARD 3

The school’s curriculum provides equitable and challenging

learning experiences that ensure all students have sufficient

opportunities to develop learning, thinking, and life skills that lead

to success at the next level.

INDICATOR 3.1

INDICATOR 3.1 EVIDENCE

•Core Subjects Math, Language Arts, Science, Social Studies•RtI period for all grades•Encore Subjects Physical Education, Health, Family and Consumer Science, Engineering Technology, Exploring Music, Visual Arts, Explore Course•Electives Band, Choir, Orchestra

INDICATOR 3.1 EVIDENCE CONTINUINGChallenging High Ability Students

• 6th grade Honors Math covers 7th grade standards for both current 6th graders and qualifying elementary students.

• 6th grade Honors Language Arts covers 7th grade standards for both current 6th graders and qualifying elementary students.

• 7th grade Honors Math covers 8th grade standards for current qualifying 6th and 7th students.

• 8th grade Honors Math covers Algebra standards for current qualifying 7th and 8th grade students..

• Several 8th grade students have taken Honors Biology, English Honors 9, and Honors Geometry for credit through CPHS.

Curriculum, instruction, and assessment are monitored and

adjusted systematically in response to data from

multiple assessments of student learning and an

examination of professional practice.

INDICATOR 3.2

•Multiple Assessments Informal, Formative, Summative, Acuity Readiness, Star Reading, Star Math, ISTEP+, ACT Explore•Common assessments complete in most courses• Emphasis is on using informal and formative assessments to guide instruction•Currently course building for CP 2.0 Initiative


Teachers engage students in their learning through

instructional strategies that ensure achievement of learning expectations.

INDICATOR 3.3

• Teachers write daily learning goals for each class

• Technology utilized throughout the school• Teachers collaborate in departments

horizontally and vertically to create scope and sequences that align with common learning goals and various common assessments.


School leaders monitor and support the improvement of

instructional practices of teachers to ensure student

success.

INDICATOR 3.4


• Marzano’s iObservation evaluation system has been implemented • Multiple classroom observations and

teacher conferences take place• Student achievement and student growth

is paramount• Teacher effectiveness ratings have been

implemented• 98% of teachers were rated as highly

effective or effective based on the Marzano’s iObservation evaluation system and school test scores

Teachers participate in collaborative learning

communities to improve instruction and

student learning.

INDICATOR 3.5


• Academic team planning outside of school day • Articulation activities and tasks• Preparation of common assessments• Focused professional development• Marzano’s iObservation elements• Differentiated Instruction• Google Docs integration• Complex text• RTI• Writing in the Content Areas

• Collaborative course building

Teachers implement the school’s instructional process in support of student learning.

INDICATOR 3.6

• Students are informed of both daily and long-term learning goals• Assessment data is used to inform

instruction and curriculum decisions• Feedback is given students in a timely

manner• Instruction is modified based on data

analysis• Students are placed in the three RTI

tiers based on data from various assessments


Mentoring, coaching, and induction programs support instructional improvement consistent with the school’s

values and beliefs about teaching and learning.

INDICATOR 3.7

• New teachers participate in a corporation-wide induction program

• New teachers are assigned mentors• Mentors meet on a regular basis with the

principal• High expectations are communicated


The school engages families in meaningful ways in their children’s education and

keeps them informed of their children’s learning progress.

INDICATOR 3.8

• Weekly school messenger voicemail• School website• Teacher/team websites• Team emails and telephone

conversations• Parent portal on RDS system• Quarterly newsletter• Teacher homework message line• Parent-teacher Conferences

(implemented in 2014-2015)

INDICATOR 3.8

The school has a formal structure whereby each

student is well known by at least one adult advocate in the

school who supports that student’s educational

experience.

INDICATOR 3.9


• Concept of academic teaming is in place to create schools within a school and smaller learning communities

• Currently in the planning stages of implementing a student advocacy program because building appropriate student relationships is essential to students’ success.

Grading and reporting are based on clearly defined

criteria that represent the attainment of content

knowledge and skills and are consistent across grade levels

and courses.

INDICATOR 3.10


• Common grading practices are being developed

• Grade reporting is adequate

All staff members participate in a continuous program of

professional development.

INDICATOR 3.11


• Professional development sessions offered for teachers based on School Improvement Goals and AdvancED • Marzano’s iObservation elements• Differentiated Instruction• Google Docs integration• Complex text• RTI• Writing in the Content Areas

• Articulation opportunities• Department meetings• Leadership meetings• Faculty meetings

The school provides and coordinates learning support services to meet the unique

needs of students.

INDICATOR 3.12


• Students are offered support services through Guidance Department services, PBIS (positive behavior intervention systems), ELL, and Exceptional Learner services.

Robert A. Taft Middle School is building the foundation for college and career readiness.

LOOKING TO THE FUTURE

Documents

ROBERT A. TAFT MIDDLE SCHOOL Principal: Michael C. Hazen Assistant to the Principal: David F. Demaree…