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Mission-vision-goal
- MLMS Mission: Ensure all students leave our school ready to create a positive future for themselves and their community.
- Very important, discussed at every faculty meeting, SCC meeting, etc.,
everything we do should be focused on this mission.
- MLMS Vision: Mount Logan Middle School provides a safe environment that inspires
life-long learners who have the skills necessary to be engaged citizens in their
community, country, and world.
- What does the mission look like when we are meeting it?
- MLMS Goal: 90% of our students will master essential learnings as measured by team- developed common formative assessments for each content area.
- Measurable – while the mission remains all kids, we aren’t there yet, so we have a measurable goal to get to 90%. Essential skills apply to every content area
including PE, music, etc. Teachers identify essential learnings and grades are
administered based on whether students meet those standards. Proficiency
measured on each essential learning based on formative assessments.
- Reviewed data from 2020-21 school year for essential learnings by grade and
subject area, looking at percent of students proficient for each learning essential
and trend data for percent of learning essentials mastered.
- Reviewed comparison data for statewide assessment proficiency and growth (MGP) data (2019), compared to schools that are like ours demographically
across the state. It is important to not just compare MLMS to the other middle schools in the valley because 65% of MLMS students qualify as low-income and
22% are English Learners.
- Compared to similar schools, MLMS ranked 5 th out of 22 similar middle schools and junior highs in the states. Rank about average on growth.
- Our proficiency ranking compared with similar schools has increased over the past five years. Efforts the school, supported by the school community council, are paying off.
- No comparison data are available yet for 2020-21 data, but our proficiency trend data on SAGE/RISE show a dip from previous years, but we have to consider the context for that due to COVID – many students were learning online and weren’t assessed on the essential learnings by the teachers.
- Question – why the drop from 2017-18 to 2018-19 for 8 th grade math (from 49 to 40%).
- Likely due to teacher retention and difficulty hiring and retaining high quality math teachers. Large increases in previous years were due to really strong teachers who unfortunately did not stay.
- Data we have right now are discouraging but understandable.
- Professional Learning
- PLNs, PL Academy, funding teacher development
- Required for teachers in provisional years as part of mentorship, beyond that based on voluntary engagement
- Instructional Coaching
- Prioritize insturctional coaching for new teachers
- Literacy Academy
- Targeted for students who aren't reading on grade level
- Selected based on STAR scores, currently serving about 90 students but could be serving 300-400 students
- Applied for a GEAR UP grant for math academy, expecting to get it and
- Focus on English Language Learners
- John Hattie – Research-Based Best Practice – research has shown that the thing that impacts student growth most is teacher efficacy – teachers believing all students can learn and havingstrategies to teach efficiently.
- We will be reviewing data as a community council
- Follow-up – Principal Wagner will besending home packets of data for community council members to review. We will spend time as a council reviewing the data, identifying challenges for the school based on the data, and strategies to address the challenges we identify.
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Principal Wagner |
