2008 – 2009 Milwaukee Public Schools Educational Plan

 

 

 

 

 

 

 

 

 

 

 

Manitoba School

Helen Bugni:  Current Assignment Since October, 2007

4040 West Forest Home Avenue

414-902-8600

Grades: K-3 through 8

MPS Location #: 265

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Table of Contents

 

Notes for users of the electronic file: Windows OS users hold down the Ctrl key while clicking links in this Word document. Links highlighted in yellow go to the section indicated within this document. Internet links embedded in this document are in blue text or they have the MPS logo above a blue box containing information about the internet resource that is linked. If you have a live internet connection, you can find Educational Plan information on the MPS Portal by clicking the logo on the left.

 

 

 

Section 2: School Profile

 

	Current Enrollment Summary
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	0265- MANITOBA SCHOOL	EARLY cHILDHOOD	K-4	K-5	Grade 1	Grade 2	Grade 3	Grade 4	Grade 5	Grade 6	Grade 7	Grade 8	Total
	Student Demographics	K3	K4	K5	01	02	03	04	05	06	07	08	Total Pupils	% of Total
	Female		28	26	20	33	27	25	25	17	17	19	237	46.3%
	Male	2	24	22	31	30	33	38	32	22	22	19	275	53.7%
	African-American		2	3	6	12	10	11	8	8	5	4	69	13.5%
	Hispanic	1	27	23	23	19	24	26	19	16	18	14	210	41.0%
	White	1	20	12	10	26	21	16	23	12	13	17	171	33.4%
	Asian		1	7	2	3	3	2	6	1	2	3	30	5.9%
	Native American			2	2	1		1		2	1		9	1.8%
	Other		2	1	8	2	2	7	1				23	4.5%
	Free Meal	1	28	25	29	30	41	40	25	19	20	18	276	53.9%
	Reduced Meal		7	12	4	15	8	9	9	6	7	5	82	16.0%
	Not F/R Meal	1	17	11	18	18	11	14	23	14	12	15	154	30.1%
	Special Ed	2	7	6	5	16	15	11	11	9	9	12	103	20.1%
	Not Special Ed		45	42	46	47	45	52	46	30	30	26	409	79.9%
	ELL				2	2	2	4	1	1	2	2	16	3.1%
	Not ELL	2	52	48	49	61	58	59	56	38	37	36	496	96.9%
	Grade Count	2	52	48	51	63	60	63	57	39	39	38	512

 The ethnic make-up of the population of Manitoba School is changing.  Hispanic students make up the largest portion of our students.   This is presenting challenges for us. Many of our youngest students come to us from homes where Spanish is the dominant language and have had limited exposure to English.  This lack of exposure to English often means that the reading readiness skills that our English speaking students come with are missing for these students.  We must provide them with additional readiness activities to help them be proficient readers.   

 

 

	Current Enrollment Summary SPED
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SpEd Category	K3	K4	K5	01	02	03	04	05	06	07	08	Total Pupils
AUT						1					1	2
CD		1	2		1		1			2	1	8
EBD						2	1		1	1		5
HI						1						1
OHI			1	2	5	4	4	4	4	3	5	32
SLD			1		6	7	3	5	2	2	4	30
SPL		5		2	2		1					10
SDD	2		2									4
OI		1		1	2		1	2	2	1	1	11
Grade Count	2	7	6	5	16	15	11	11	9	9	12	103

 

1.      Describe your special education service delivery model (self contained, resource, other) and programs for students with disabilities.

Manitoba School has a full continuum of special education services. We have 1 Early Childhood unit, a primary and an intermediate/middle school unit offering a more restrictive environment, and 4 resource units.  Students have the support, as needed and determined by their individualized educational program, of   occupational, physical and speech therapists. They also have access to counseling from our school psychologist, social worker and school guidance counselor.  Our students who spend 60% of their day with the special education teacher are included, when appropriate according to their IEP, in regular classes, such as art, physical education and music.  Some of these students may attend science and social studies classes with their regular peers and use their auditory learning strengths and to learn age appropriate social skills as well as being exposed to the content.   The remainder of our special education students receives services from resource teachers.  In the fall of 2008-2009, two resource teachers will work with grades K-5 through 4 and two will be working with students in grades 5 through 8.  These students receive instruction and support from the special education teacher between 15 minutes and 220 minutes a day. The other areas students will receive support in and the level of services is determined by each child’s IEP.  The resource teachers work closely with the regular education classroom teachers to support each student’s learning in the best way possible.

 

2.      Describe you students with Special Education needs in terms of numbers of students with mild, moderate and severe disabilities.

At this time, approximately 20%, of our student population receive special education services.   Of those students, 28 spend more than 60% of their day with their Special Education teacher.  The remainder receives between 15 minutes and 2 hours of services from resource teachers and occupational, physical and speech therapists per day.  Some students also require nursing services.

 

3.      Describe your Special Education support staff and roles of staff members.

Our support staff includes a psychologist, who is assigned to Manitoba School 4 days a week, and a social worker who gives Manitoba service 3 days a weeks. Our diagnostic teacher works at Manitoba School 2 ½ days a week and a special education supervisor 1 day a week.  These professionals serve on teams for determining a student’s eligibility for special education services.  The psychologist also works with groups of students to help them develop appropriate classroom and school behavior.  The social worker is actively working with families with attendance problems and helps families who may be in crisis from eviction or fire loss. Our diagnostic teacher provides screening for students not making progress in the regular curriculum as part of the Collaborative Support Team process.  Our occupational therapist works with students needing help with fine motor activities and daily living skills; our physical therapist works with students to develop muscle strength, mobility skills and coordination to help our physically impaired students. Our speech therapists work on language development and speech clarity.  Approximately one third of their caseload are speech students only.  The remaining students receive speech in addition to academic support and possibly other services.

 

At Manitoba, our guiding motto is ‘Expect the Best.’  As staff we expect the best from ourselves, our students, our parents.  We feel our students and parents can expect the best from us.  Our mission is to have all children learning at proficient levels in all subjects, and demonstrating strength of character in their attitude and behavior.  The vision of Manitoba School is to be the highest achieving K8 school in MPS, meeting or exceeding the district and state averages on all standardized tests given at the district and state level, at all grade levels, by 2009-10.

 

During the 2007-2008 school year, Manitoba experienced a change in leadership not once but twice.  The principal of 9 years moved to another school and the assistant principal of many years retired.  The administrative team that was moved into place at the beginning of the 2007-2008 school year was replaced with another team at the beginning of October.  The change in leadership brought stressors to the school; however, the staff worked with the new administration to keep the successful practices in place and build in other areas.  At the beginning of the second semester, a Math Teacher Leader was hired from within the staff.  Her responsibilities have included working with students and staff. She has been supporting teachers by sharing research based strategies for math instruction with them through modeling before their classes, professional development sessions and professional conversations.  Next year Manitoba will have the services of a new Literacy Coach.  The new coach comes with strong experience with the Reading First program as well as professional association with Marquette University’s Literacy Training Department.  The staff is looking forward to working with her.   She will continue the work of our long tenured coach who is leaving to mentor new teachers in the district.  Her duties, like the Math Teacher Leader, are to support reading and writing instruction by sharing research based strategies for math instruction with them through modeling before their classes, professional development sessions and professional conversations. 

 

Manitoba has a strong learning team. The learning team has a representative from each grade level.  This coming year the team will meet as a full group once a month and in a Kindergarten through grade 2 subgroup and a grades 3 through 8 subgroup once a month.  The subgroups will report on their work to the full group.  These configurations will remain flexible when the need arises.   While all the grades use CABS (Classroom Assessments Based on Standards) to inform instruction, only grades 3 through 8 also use Benchmark Testing and the WKCE.  The new configuration will allow discussions to have grade specific focus as well across all the grades.  Much of the work of Kindergarten through 3^rd grade focuses on the Reading First Program.  This is a grant run by the state to incorporate research based instructional strategies in the early grades for reading.  Manitoba School is in its third and final year of the grant.  The funds from the grant have provided professional development for teachers, classroom materials, and staff.  As we enter the final year of the grant, we will be directing efforts in two directions, finding ways to continue the program in K through 3^rd grade, and to expand what we have learned into the upper grades where much of the reading students do is content area reading, such as math, science and social studies. 

 

Our middle school teachers will be specializing in one subject area plus writing.  Teachers will come to know the subject specific strengths and weaknesses of each student and learn ways to work with them.  The teachers and administration discussed the impact this model will have on the program and it was agreed that the components that make a K-8 school preferable to many parents over a traditional middle school will not be lost. We believe we will keep the best of the K-8 model and strengthen the academic performance of our students.

 

We will renew the use of Learning Walk and Instructional Practices Inventory data as a self-assessment tool for the teaching staff.  Teachers need to know how their instructional practices appear to trained observers.  Often we think we are using the higher level questioning that challenge students, but learning walk or IPI data tell us otherwise.  Interested teachers will be trained to do these observations and the data shared with teachers.  Once the data is shared, discussions on how this should inform instruction will happen. 

 

Finding ourselves with a rising Hispanic population, we are working with Central Services to bring in experts to help us develop effective instructional strategies to work with students who come from homes where Spanish is the primary language.  Plans are in place to use Marzano’s Vocabulary strategies to help students learn to read and write more proficiently in English.  Some of our youngest students are struggling with basic letter and sound recognition because of the language challenge.  Again, we will be conferring with experts in this area to give us strategies and techniques to help these students overcome these challenges.  We are also hoping that when new staff is assigned or hired, that they come fluent in the Spanish language.

 

Manitoba School has strong parental involvement.  There are a number of traditional activities that are well attended by parents and other family members.  The PTO sponsors a Family Fun night every winter, a movie night and High Interest Day.  The High Interest Day brings artisans and entertainers to the school and gives students in grades 4 through 8 to try out carpentry, pottery, kick boxing, magicians, or weird science experiments.  When teachers take their classes on field trips, chaperones are there in abundance.  The school sponsors a Valentine’s Vittles event that features a school menu lunch with parents with live musical entertainment. The spring open house features a partnership between a health fair and math.  This past year, students charted heart rate, jump rope rotations, basketball bounces in one room while they learned about nutrition and exercise in the other room.  It is standing room only for the school concerts held during the day. 

 

Enrollment has stayed around 500 students for the past few years.  One of the challenges we face is attracting new families from the neighborhood to the school.  A marketing committee is working to send out postcards, put brochures in Jackson Park area businesses and meet with local real estate agents and provide them with information with the request that they share that information with new buyers. 

 

A review of the data in the body of this document shows that we need to direct our efforts to having a steady increase in the number of proficient students at each grade level in every subject area.  Our instructional and staff development strategies are focused to that end. The administration, teaching and support staff is ready for the challenge that these strategies present. 

 

 Section 3: Needs Assessment Data and Narrative and Summary Charts

 

 

Reading Needs Assessment

 

	WKCE/Terra Nova Proficiency Summary by Grade - Reading,
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	Grade 03			Grade 04			Grade 05			Grade 06			Grade 07			Grade 08
Test Year	School	District	State	School	District	State	School	District	State	School	District	State	School	District	State	School	District	State
2007-08	72.1%	60.0%	79.0%	54.1%	60.2%	80.0%	76.9%	64.2%	83.0%	77.5%	61.4%	84.0%	72.5%	61.2%	84.0%	68.4%	59.4%	84.0%
2006-07	73.8%	63.6%	81.0%	69.1%	63.6%	82.0%	72.7%	65.1%	84.0%	72.3%	62.5%	85.0%	43.8%	59.0%	85.0%	86.7%	63.0%	84.0%
2005-06	72.6%	60.8%	80.0%	74.6%	61.2%	82.0%	67.8%	61.4%	83.0%	63.0%	57.4%	83.0%	81.0%	58.8%	84.0%	84.8%	57.8%	84.0%

 

Trend up: Higher proficiency each year		Bouncing up: Some movement lower, latest results above baseline year	Level: Latest results match baseline year			Bouncing: No consistent pattern of results
				Grade 3	Grade 4		Grade 5	Grade 6		Grade 7	Grade 8
	WKCE / Terra Nova Trend
	Value Added Trend			NA

 

1.        Describe your school’s trend in reading in terms of proficient and non proficient students.

The overall trend appears that the number of proficient students is declining. However, in grade 5 the number of proficient students has steadily grown since 2005-06.

 

2.        How does your school’s performance compare to the district and the state?

We are above the district in all grade levels except for grade 4.  We have been consistently below the state in all grades.

 

3.        What does your school-level value added data say about student growth?  What does your grade-level value added data say about student growth?  Which grades, if any, are experiencing lower than average growth? (If no data, enter “na”).

Grades 4, 5, & 7 continue to go down.  Grades 6 & 8 appear to be bouncing down.

 

 

4.        Identify your reading urgent fact.

32% of students are not proficient.

 

	WKCE Strand SPI Summary – Reading
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	Reading
		Diff = State - School
		Determines Meaning				Understand Text				Analyze Text				Evaluate & Extend text
	Grade	State	Dist	Schl	Diff	State	Dist	Schl	Diff	State	Dist	Schl	Diff	State	Dist	Schl	Diff
	03	65.4	52.7	56.1	-9.3	74.2	60.7	66.7	-7.5	65.5	52.8	58.1	-7.4	48.5	38.1	40.1	-8.4
	04	71.7	57.5	58.6	-13.1	69.3	55.8	55.2	-14.1	62.6	49.6	50.2	-12.4	56.5	46.1	46.5	-10.0
	05	68.3	52.4	61.8	-6.5	77.8	64.1	71.8	-6.1	61.0	48.9	55.4	-5.6	57.1	45.7	51.9	-5.2
	06	68.3	53.6	57.6	-10.7	64.0	50.0	54.7	-9.3	62.1	49.0	54.8	-7.3	64.7	51.8	56.7	-8.0
	07	71.5	57.6	61.5	-10.0	66.3	52.1	55.9	-10.4	59.5	45.6	49.3	-10.2	64.7	51.0	55.7	-9.0
	08	72.0	56.3	59.3	-12.8	73.1	59.2	62.5	-10.6	65.6