EMS School Improvement Plan
The Ephrata School District and its schools are using the school improvement process to increase student achievement. Each school has a leadership team that analyzes data, sets goals and implements a plan that reflects the needs of their students.
2021-2022 Ephrata Middle School Improvement Plan
The EMS School-Wide Planning Team believes that completing the Needs Assessment (as summarized in Component #1), continuing and/or implementing the School-Wide Reform Strategies (as summarized in Component #3), continuing the Activities To Ensure Mastery (as summarized in Component #3) and continuing the appropriate Coordination and Integration (as summarized in Component #4) will allow them to determine whether or not student success is increasing, make modifications as necessary, and ultimately determine whether or not “ensur(ing) HIGH levels of learning for ALL” has been achieved.
*Members of this team believe that being able to “ensure HIGH levels of learning for ALL” means that ALL students will achieve at grade level or above when utilizing ELA SBA data, Math SBA data and Science WCAS data as the measure.
School Wide Goals
ELA Goal
Utilizing individual student and school ELA SBA data as the measure, School-Wide Planning Team members will determine whether or not by the 2021-2022 Spring ELA SBA…
- ALL students showed growth from the 2018-2019 ELA SBA and/or the 2021-2022 Fall ELA SBA.
- at least 75% of students were proficient.
- at least 30% of ELL students were proficient.
- at least 30% of SPED students were proficient.
Math Goal
Utilizing individual student and school Math SBA data as the measure, School-Wide Planning Team members will determine whether or not by the 2021-2022 Spring Math SBA…
- ALL students showed growth from the 2018-2019 Math SBA and/or the 2021-2022 Fall SBA.
- at least 75% of students were proficient.
- at least 20% of ELL students were proficient.
- at least 20% of SPED students were proficient.
Science Goal
Attendance Goal
Utilizing individual student and school attendance data and/or engagement data as the measure, School-Wide Planning Team members will determine whether or not by the end of the 2021-2022 school year…
- at least 90% of students were considered in regular attendance (not chronically absent) and/or regularly engaged.
Behavior Goal
What Will We Do?
- Component #1: Needs Assessment
- Component #2: School-wide Reform Strategies
- Component #3: Activities to Ensure Mastery
- Component #4: Coordination and Integration
Component #1: Needs Assessment
The EMS School-Wide Planning Team believes that if the below data is utilized to periodically review various student success data (as indicated), and School-Wide Reform Strategies are modified as necessary, student success will increase and we will be able to ultimately “ensure HIGH levels of learning for ALL”.
*Members of this team believe that being able to “ensure HIGH levels of learning for ALL” means that ALL students will achieve at grade level or above when utilizing ELA SBA data, Math SBA data and WCAS data as the measure.
To develop and periodically review student success, members of this team will utilize the following data:
- Individual student and school academic achievement data. (monthly)
- Individual student and school attendance data. (monthly)
- Individual student and school discipline data. (quarterly)
- Individual student and school assessment data (Common Assessments, STAR, READ 180 and Fastbridge). (approx. quarterly)
- Individual student and school assessment data (STAR, READ 180, Fastbridge, ELPA21, SBA and WCAS). (annually)
- Individual student and school state assessment data (ELPA21, SBA and WCAS). (annually)
- Staff Survey data. (annually)
- Student Survey data. (annually)
- Parent/Guardian Survey data. (annually)
Component #2: School-wide Reform Strategies
The EMS School-Wide Planning Team believes that the following School-Wide Reform Strategies will increase student success and ultimately “ensure HIGH levels of learning for ALL.” Thus, EMS will…
- Continue to provide, but modify the instructional delivery model of, Math 2 classes (Tier 2) at EMS.
- Implement Intensive Math 1 classes (Tier 1 / Tier 2 / Tier 3) at EMS
- Ensure Master Schedule allows for SPED endorsed teacher(s) to teach all Intensive Math 1 classes (Tier 2 / Tier 3) at EMS.
- Continue to provide ELA 2 (READ 180) classes (Tier 2) at EMS.
- Continue to provide ELL ELA 2 (READ 180) classes (Tier 2 / Tier 3) at EMS.
- Ensure Master Schedule allows for ELL endorsed teacher(s) to teach all ELL ELA 2 (READ 180) classes (Tier 2 / Tier 3) at EMS.
- Implement Intensive ELA 1 and ELA 2 (READ 180) “modified block” classes (Tier 1 / Tier 2 / Tier 3) at EMS.
- Ensure Master Schedule allows for SPED endorsed teacher(s) to teach all Intensive ELA 1 and ELA 2 (READ 180) “modified block” classes (Tier 1 / Tier 2 / Tier 3) at EMS.
- Continue to provide Intensive Science class (Tier 1 / Tier 2) at EMS.
- Implement “Peer Tutoring Program” to support Intensive Math 2 classes (Tier 2 / Tier 3), ELL ELA 2 (READ 180) classes (Tier 2 / Tier 3), Intensive ELA 1 and ELA 2 (READ 180) “block” classes (Tier 1 /Tier 2 / Tier 3), Intensive Science classes (Tier 1 / Tier 2) and SPED Life Skills classes (Tier 3) at EMS.
- Continue to provide SPED Life Skills classes (Tier 3) at EMS.
- Ensure Master Schedule allows for SPED endorsed teacher(s) to teach all SPED Life Skills classes (Tier 3) at EMS.
- Implement and utilize progress monitoring system (Fastbridge) in Intensive Math 1 classes (Tier 1 / Tier 2 / Tier 3) classes, Intensive ELA 1 and ELA 2 (READ 180) “modified block” classes (Tier 1 / Tier 2 / Tier 3) and SPED Life Skills classes (Tier 3) at EMS.
- Continue to utilize, but modify / refine, “EMS Steps to Allow Success” (Tier 1) at EMS.
- Continue to identify and/or refine and teach Content Essential Standards (Tier 1) for ALL subjects taught at EMS.
- Continue to develop and/or modify and utilize Formative and Summative Assessments for Content Essential Standards (Tier 1) for ALL subjects taught at EMS.
- Continue to provide identified students Content Essential Standard support during “Tutorial” (Tier 2) at EMS.
- Continue to teach and reinforce, but modify / refine, Academic Behavior Essential Standards (TIGER) and Social Behavior Essential Standards (PRIDE) (Tier 1) at EMS.
- Continue to utilize, but modify / refine, “CHARACTER STRONG” to assist in teaching and reinforcing Academic Behavior Essential Standards (TIGER) and Social Behavior Essential Standards (PRIDE) (Tier 1) at EMS
- Continue to provide, but modify / refine, “RTI Student Support” (Tier 2 / Tier 3) at EMS.
- Hire and utilize a “Dean of Students” to support staff and students in meeting the social / emotional and academic needs of students (Tier 2 / Tier 3) at EMS.
- The EMS School-Wide Planning Team believes that Title I staff should be scheduled to provide support in Math 2 classes, Intensive Math 2 classes, ELA (READ 180) classes, ELL ELA (READ 180) classes, Intensive ELA 1 and ELA 2 (READ 180) “modified block” classes, Intensive Science class and to provide support to students needing “RTI Student Support.”
Component #3: Activities to Ensure Mastery
The EMS School-Wide Planning Team (which includes the principal, counselor, dept. chairs, and parents/guardians) believes that the following School-Wide Reform Strategies will increase student success and ultimately “ensure HIGH levels of learning for ALL”. Thus, EMS will…
- Continue to provide, but modify the instructional delivery model of, Math 2 classes (Tier 2) at EMS.
- Implement Intensive Math 1 classes (Tier 1 / Tier 2 / Tier 3) at EMS.
- Ensure Master Schedule allows for SPED endorsed teacher(s) to teach all Intensive Math 1 classes (Tier 2 / Tier 3) at EMS.
- Continue to provide ELA 2 (READ 180) classes (Tier 2) at EMS.
- Continue to provide ELL ELA 2 (READ 180) classes (Tier 2 / Tier 3) at EMS.
- Ensure Master Schedule allows for ELL endorsed teacher(s) to teach all ELL ELA 2 (READ 180) classes (Tier 2 / Tier 3) at EMS.
- Implement Intensive ELA 1 and ELA 2 (READ 180) “modified block” classes (Tier 1 / Tier 2 / Tier 3) at EMS.
- Ensure Master Schedule allows for SPED endorsed teacher(s) to teach all Intensive ELA 1 and ELA 2 (READ 180) “modified block” classes (Tier 1 / Tier 2 / Tier 3) at EMS.
- Continue to provide Intensive Science class (Tier 1 / Tier 2) at EMS.
- Implement “Peer Tutoring Program” to support Intensive Math 2 classes (Tier 2 / Tier 3), ELL ELA 2 (READ 180) classes (Tier 2 / Tier 3), Intensive ELA 1 and ELA 2 (READ 180) “block” classes (Tier 1 /Tier 2 / Tier 3), Intensive Science classes (Tier 1 / Tier 2) and SPED Life Skills classes (Tier 3) at EMS.
- Continue to provide SPED Life Skills classes (Tier 3) at EMS.
- Ensure Master Schedule allows for SPED endorsed teacher(s) to teach all SPED Life Skills classes (Tier 3) at EMS.
- Implement and utilize progress monitoring system (Fastbridge) in Intensive Math 1 classes (Tier 1 / Tier 2 / Tier 3) classes, Intensive ELA 1 and ELA 2 (READ 180) “modified block” classes (Tier 1 / Tier 2 / Tier 3) and SPED Life Skills classes (Tier 3) at EMS.
- Continue to utilize, but modify / refine, “EMS Steps to Allow Success” (Tier 1) at EMS.
- Continue to identify and/or refine and teach Content Essential Standards (Tier 1) for ALL subjects taught at EMS.
- Continue to develop and/or modify and utilize Formative and Summative Assessments for Content Essential Standards (Tier 1) for ALL subjects taught at EMS.
- Continue to provide identified students Content Essential Standard support during “Tutorial” (Tier 2) at EMS.
- Continue to teach and reinforce, but modify / refine, Academic Behavior Essential Standards (TIGER) and Social Behavior Essential Standards (PRIDE) (Tier 1) at EMS.
- Continue to utilize, but modify / refine, “CHARACTER STRONG” to assist in teaching and reinforcing Academic Behavior Essential Standards (TIGER) and Social Behavior Essential Standards (PRIDE) (Tier 1) at EMS
- Continue to provide, but modify / refine, “RTI Student Support” (Tier 2 / Tier 3) at EMS.
- Hire and utilize a “Dean of Students” to support staff and students in meeting the social / emotional and academic needs of students (Tier 2 / Tier 3) at EMS.
The EMS School-Wide Planning Team believes that Title I staff should be scheduled to provide support in Math 2 classes, Intensive Math 2 classes, ELA (READ 180) classes, ELL ELA (READ 180) classes, Intensive ELA 1 and ELA 2 (READ 180) “modified block” classes, Intensive Science class and to provide support to students needing “RTI Student Support”. Thus, EMS will do this.
The EMS School-Wide Planning Team believes in the following, thus, EMS will…
- Distribute and frequently communicate to parent(s)/guardian(s) the school’s key documents (Student/Parent Handbook, School Improvement Plan, Staff Parent/Guardian Involvement Policy, Mission Statement, Compact and Staff Syllabi) by:
- Sharing the Student/Parent Handbook, School Improvement Plan and Staff Parent/Guardian Involvement Policy via email, the EMS Facebook and Instagram pages and the EMS website.
- Communicating key school information via email, Student and Family Orientation, the EMS Facebook and Instagram pages, quarterly EMS Tiger Roar Newsletters and automated caller.
- Revisiting the Student/Parent Handbook during Fall and Spring Student-Led Goal-Setting and Review Conference and/or Student-Led Academic Conferences.
- Distributing and reviewing the School Compact with parent(s)/guardian(s) during Fall and Spring Student-Led Goal-Setting and Review Conference and/or Student-Led Academic Conferences.
- This Compact will include staff responsibilities, student responsibilities and parent(s)/guardian(s) responsibilities (including what parent(s)/guardian(s) can do to support their student’s learning at home).
- Distribute and frequently communicate to students the school’s key documents (Student/Parent Handbook, School Improvement Plan, Staff Parent/Guardian Involvement Policy, Mission Statement, Compact and Syllabi) by:
- Providing students the Student/Parent Handbook.
- Sharing the Student/Parent Handbook, School Improvement Plan and Staff Parent/Guardian Involvement Policy via email, the EMS Facebook and Instagram pages and the EMS website.
- Communicating key school information (including Staff Syllabi) email, via Student and Family Orientation, quarterly EMS Tiger Roar Newsletters, classroom activities, various assemblies and automated caller.
- Revisiting the Student/Parent Handbook during Fall and Spring Student-Led Goal-Setting and Review Conferences and/or Student-Led Academic Conferences and Advisory.
- Distributing and reviewing the School Compact with students during Fall and Spring Student-Led Goal-Setting and Review Conferences and/or Student-Led Academic Conferences.
- This Compact will include staff responsibilities, student responsibilities and parent(s)/guardian(s) responsibilities (including what parent(s)/guardian(s) can do to support their student’s learning at home).
- Distribute and frequently communicate to staff school’s key documents (Student/Parent Handbook, School Improvement Plan, Staff Parent/Guardian Involvement Policy, Mission Statement, Compact and Staff Handbook) by:
- Providing staff the Student/Parent Handbook
- Sharing the Student/Parent Handbook, School Improvement Plan and Staff Parent/Guardian Involvement Policy via email, the EMS Facebook and Instagram pages and the EMS website.
- Communicating key school information (including Staff Syllabi) email, via Student and Family Orientation, quarterly EMS Tiger Roar Newsletters, classroom activities, various assemblies and automated caller.
- Distributing and Revisiting the Student/Parent Handbook during staff meetings.
- Distributing and reviewing the School Compact with staff during staff meetings.
- This Compact will include staff responsibilities, student responsibilities and parent(s)/guardian(s) responsibilities (including what parent(s)/guardian(s) can do to support their student’s learning at home).
EMS School-Wide Planning Team believes the School-Wide Title I / School Improvement Plan and Staff Parent/Guardian policy should be developed and reviewed, modified if necessary, annually. Thus, EMS will do this.Thus, EMS will do this.
Component #4: Coordination and Integration
The EMS School-Wide Planning Team believes that staff funded through federal programs should be scheduled to provide support in Math 2 classes, Intensive Math 2 classes, ELA (READ 180) classes, ELL ELA (READ 180) classes, Intensive ELA 1 and ELA 2 (READ 180) “modified block” classes, Intensive Science class and to provide support to students needing “RTI Student Support.” Thus, EMS will do this.
Members of this team also believe that professional development should continue to be related to MTSS to enable staff to better understand the impact current School-Wide Reform Strategies could have on increasing student success and ultimately being able to “ensure HIGH levels of learning for ALL.” Thus, EMS will do this.