Madison Junior High School (like all district schools) is actively involved in the Illinois School Improvement Process, entitled “Rising Star”.
Naperville School District 203
School Improvement provides data, analytics, and training for the Rising Star School Improvement Process (the research based process licensed by the State of Illinois).
Our School Improvement Process is based upon the work of Dr. Joseph Murphy from Vanderbilt University. The Laws of School Improvement are:
1. Context matters
2. Interventions need to be molded and shaped to fit the school
3. Structures do not predict performance
4. Improvement is an array of integrated efforts
5. School leaders bring alignment to improvement and change
6. Early trumps later and prevention trumps remediation
Madison Junior High School Improvement Plan
Indicator CL7: The environment of the school (physical, social, emotional, and behavioral) is safe, welcoming, and conducive to learning.
• Study diversity and cultural proficiency, using A Data Coach’s Guide to Improving Learning for All Students.
• Engage in book study on cultural proficiency, using Understanding Poverty or Culturally Responsive Leadership as resources.
• Strengthen school connectedness before school, establish Early Bird Club.
• Strengthen school connectedness during school via grade level activities, mentoring, etc.
• Strengthen school connectedness after school; collect data on participation in intramurals, etc.
• Build tools to measure effectiveness of above identified tasks.
Indicator IID08: Instructional Teams review student learning data (academic, physical, social, emotional, behavioral) to assess and make decisions about curriculum and instructional strategies.
• Create a common understanding of formative assessment and how to use data to guide instruction.
• Create opportunities for teachers to engage in on-going reflective practice.
• Create a structure for collaboration that includes a focus on student data.
Indicator IIIA07: All teachers differentiate assignments (individualize instruction) in response to individual student performance on pre-tests and other methods of assessment.
• Professional development regarding purpose of common assessments using National Center for UDL guidelines.
• Professional development for using common assessment data to create differentiated lessons using UDL guidelines.
• Professional development for different implementation models to use with flexible groups using UDL guidelines.