Building Objectives

By June 2023, 70% of MTMS 5th and 6th graders will score “high proficiency” and or “high growth” (>65)  based upon pre- post-test STAR reading assessment.  Teachers will utilize STAR activities and assessments to ensure that all students maximize reading potential.   

Building Goal #1:

By 2022 graduation, 40% of 8th graders will score at least “proficient” and 70% will score at least “nearing proficient” on a Guided Literary Analysis (commentary) essay by participating in literary analysis instruction from August through January - and then a Guided Literary Analysis unit from February through June. ** A curriculum appendix will be created to guide future instruction including instructional practices, a rubric, aligned to exemplars.

Building Goal #2:

By June 2022, 100% of MTMS students will be able to reproduce and utilize the 2021 Math Curriculum problem solving procedure as identified via a problem-solving assessment by participating in weekly problem-solving periods, problem of the week, quarterly problem solving assessments, and general classroom instruction focused on problem solving.  **Includes the creation of quarterly problem solving benchmark assessments.

Building Goal #1:

By May, 2021, 65%, 75%, 90%, and 95% of the students in grades 5-8 respectively will score at least a 4 on a NJSLA-based / teacher-made school wide rubric evaluating a social studies performance-based research writing task – synthesizing three artifacts. School wide reading comprehension strategies (annotating, outlining, SOAPSTONE etc…, summarizing, graphic organizers) will be integrated into the PBT process along with cooperative writing tasks with the language Arts department.  Through diligent analysis of running records, students will receive additional and more individualized instruction via both Language Arts and social studies teachers throughout the 2020-2021 school year in order to achieve this goal. 

Building Goal #2:

By May 2021, 70% of the students in grades 5-8 will score at least an 85% on a newly developed in-house Science Skills Assessment (SSA) – focused on the following list of essential science skills that students will know before graduating eighth grade. 

Identifying and using lab instruments

Design experiment

Making hypothesis

Making both qualitative and quantitative observations and inferences

Identifying variables (independent, dependent, control)

Making measurements / Constructing and interpreting models and diagrams

Constructing Data Tables/Organizing data

Selecting appropriate graph to make

Making graphs (line of best fit and multiple lines on a graph)

Interpret graphs

Synthesis multiple pieces of data to develop a claim

Develop CER with given and collected data

Evaluating the merit of various arguments. 

Throughout the 20-21 school year the team will continue to work to scaffold these science skills through each grade level’s curriculum and instruction; and tweak the SSA to accurately reflect the content, rigor, and complexity of the 2020 New Jersey Student Learning Standards in Science.     

Building Goal #1:

By May, 2020, 65%, 75%, 90%, and 95% of the students in grades 5-8 respectively will score at least a 4 on a NJSLA-based / teacher-made school wide rubric evaluating a social studies performance based research writing task – synthesizing three artifacts. School wide reading comprehension strategies (annotating, outlining, SOAPSTONE etc…, summarizing, graphic organizers) will be integrated into the PBT process along with cooperative writing tasks with the language Arts department.  Through diligent analysis of running records, students will receive additional and more individualized instruction via both Language Arts and social studies teachers throughout the 2019-2020 school year in order to achieve this goal. 

Building Goal #2:

By May 2020, 85% of grade 8 students will score a 100% (“effective”) on a teacher made assessment that requires students to summarize complex texts of numerous types.  The process will be developed and implemented through the “Reflective Practice Protocol” and lesson study by grade 8 science, social studies, and Language Arts teachers.  

Building Goal #1:

From October 2018 to April 2019…

1. 85% of the student body will increase on level on the 6-point rubric on a research Problem Based Task (PBT) administered in Language Arts class; and
2. 70% of the student body will earn at least 70% on post test multiple choice scores evaluating comprehension on an informational text reading task.Specific areas of focus will be on mining for facts, finding text support, and the use of domain-specific vocabulary to promote a higher level of understanding of the sources being examined by the learners.

Building Goal #2:

By May 2019, 85% of grade 7 students will score a 100% (“effective”) on a teacher made assessment that requires students to outline a complex ‘science and technical subject’ based text.The process will be developed and implemented through the “Reflective Practice Protocol” by grade 7 science, social studies, and Language Arts teachers.

2017 - 2018

Building Goal #1:

By May 2018, grade 8 students will achieve at least a 93% pass rate and at least a 52% “exceed” rate in the 2018 administration of the ELA section of PARCC.AND, grade 8 students will achieve at least an 76% pass rate and at least a 7% “exceed” rate in the 2018 administration of the Math 8 section of PARCC.Grade 8 humanities teachers and math/science teachers will team together to create improvement plans to ensure that all students reach their maximum potential.

Building Goal #2:

By May 2018, 85% of grade 6 students will score a 100% on a teacher made assessment that requires students to annotate a complex ‘science and technical subject’ based text.The process will be developed and implemented through the “Reflective Practice Protocol” by grade 6 science, social studies, and Language Arts teachers.

BUILDING LEVEL OBJECTIVES 2012-2013

Building Objective #1:

By June 2013, students in grade 5-7 will master the essential “gap” Common Core Mathematics skills/concepts/content in order to successfully transition to the Mathematics Common Core by 85% of the students earning at least an 85% on a teacher made post test.

Building Objective #2:

Year 3 By June, 2013, MTMS seventh and eighth graders will effectively and independently rewrite, revise, and edit their own thesis based / persuasive essays by: 1. mastering the use of the reverse outline (RO) Form B as evidenced by 90% of the students scoring at least 85% on the RO Form B posttest and 2. mastering the use of the RO to rewrite a thesis based / persuasive essay as evidenced by 80% of the students increasing no less than one level on the NJ Holistic Scoring Rubric from original to rewrite.

BUILDING LEVEL OBJECTIVES 2011-2012

Building Objective #1:

100% of the students at Mendham Township Middle School will pass the mathematics section of the NJASK 2012 by developing and implementing strategies that: 1. Create shared responsibility for the success of all students; 2. Utilize a rotating teacher problem solving period schedule to infuse “number sense” (area of 10-11 fragility) into instruction; 3. Increase student graphing calculator proficiency for algorithms and for learning skills and concepts more efficient; 4. Schedule special education teachers such that resource room teachers are doing ICS AND have one day per week set aside during enrichment to serve ICS students; 5. Infuse probability into grade 6 POW more explicitly (fragility on Algebra tests); 7. Increase structure and focus on intervention during zero period classes and any additional strategies developed throughout the course of the 2011-2012 school year.

Building Objective #2:

Year 2 (Implementation of Intervention) By June, 2011 MTMS Language Arts teachers will engage in a clinical process to create, hone, and document an intervention to bolster our students’ capacity to effectively and independently rewrite, revise, and edit their writing by: 1. developing (implement ->share -> evaluate -> modify) customized rewrite, revise, and edit procedures & parallel rubrics; 2. maintaining student “re-write” portfolios; 3. creating/ implementing a formative assessment methodology to inform instruction / intervention; and 4. develop student achievement benchmarks for full scale implementation and evaluation in the 2011-2012 and 2012-2013 school years. (3 year goal)

BUILDING LEVEL OBJECTIVES 2010-2011

Building Objective #1:

By June, 2011, 85% of students in grade 5 will average an 80% or above on the 4 post test units assessing the 28 most common problem solving strategies in mathematics. Students will: 1. participate in explicit and systematic instruction in each of the 28 problem solving strategies; 2. collaborate to solve multi-step problems in each of the 28 strategies; 3. participate in at least two units (measurement & graphing) that explicitly integrate mathematics into science instruction; 4. participate in Mathematical Computations period during enrichment; and 5. engage in individualized tutorial software program one day per week (Harcourt Intervention problem Solving) during academic lab. (year 2)

Building Objective #2:

By June, 2011 MTMS Language Arts teachers will engage in a clinical process to create, hone, and document an intervention to bolster our students’ capacity to effectively and independently rewrite, revise, and edit their writing by: 1. developing (implement ->share -> evaluate -> modify) customized rewrite, revise, and edit procedures & parallel rubrics; 2. maintaining student “re-write” portfolios; 3. creating/ implementing a formative assessment methodology to inform instruction / intervention; and 4. develop student achievement benchmarks for full scale implementation and evaluation in the 2011-2012 and 2012-2013 school years. (3 year goal)

2009-2010 QAAR OBJECTIVES

Objective #1:

By June, 2010, 85% of students in grade 5 will average an 80% or above on the 4 post test units assessing the 28 most common problem solving strategies in mathematics. Students will: 1. participate in explicit and systematic instruction in each of the 28 problem solving strategies; 2. collaborate to solve multi-step problems in each of the 28 strategies; 3. participate in weekly lessons that explicitly integrate mathematics into science instruction; 4. complete weekly “do-now” in ‘academic support’ (period 6) focusing on algorithms; and 5. engage in individualized tutorial software program one day per week (Harcourt Intervention problem Solving) during academic lab.

Objective #2:

By June, 2010 70% of the students in grades 6-8 will increase one performance level as measured by a reading / responding to text pre/post rubric score due to the teaming of language arts, social studies and science teachers in the implementation of reading for understanding strategies, increased student reading and additional staff development activities. There will be a positive correlation as seen by an improvement in the NJASK 6-8 scores in the analyzing /critiquing text cluster. (year two of two year objective)

2008-2009 QAAR OBJECTIVES

Objective #1:

By June 2009, 90% of the total population of 7th and 8th grade students will effectively utilize strategies to analyze and interpret science charts and graphs as demonstrated by scoring at least 85% on a district created post-test. Student proficiency will increase due to additional professional development, utilization of research based problem solving strategies, and routine exposure to open ended prompts related to analyzing and interpreting graphs and charts. These analysis skills are assessed on the NJASK8 science test within the ‘application’ cluster, and as such, the results of this cluster will be reported out in conjunction with the intervention as well.

Objective #2:

By June, 2009, 40% of students in grades 5-7 will increase one performance level and by June, 2010 70% of the students in grades 6-8 will increase one performance level as measured by a reading / responding to text pre/post rubric score due to the teaming of language arts, social studies and science teachers in the implementation of reading for understanding strategies, increased student reading and additional staff development activities. There will be a positive correlation as seen by an improvement in the NJASK 6-8 scores in the analyzing /critiquing text cluster.

2007-2008 QAAR OBJECTIVES

Building Objective # 1:

By the end of June, 2008, due to the facilitation of a focused technology intervention in mathematics, which utilizes the TI-84 Silver Edition graphing calculator, 90% of the total population of 7th and 8th graders will demonstrate proficiency performing an extensive list of pertinent algorithms by scoring at least 85% on a teacher made post-tests. Additionally, a pre / post calculator proficiency growth score will be correlated to problem solving growth scores on the NJASK 6 to NJASK 7 and NJASK7 to GEPA respectively in order to determine the possible effects of graphing calculators on a student’s ability to effectively and efficiently ‘problem solve’.

Building Objective #2:

By the end of June 2008, due to increased professional development; implementation of a more rigorous, research based writing curriculum; and the teaming of language arts and social studies teachers, there will be discernible growth in the analytical writing scores of students in grade 5-8 on a school-wide pre/post writing assessment, as evaluated by the New Jersey Holistic Writing Scoring Rubric. Analytical writing pre and post- assessments will be administered to all students in grades 5-7 in the fall of 2006 and the spring of 2007. Analytical writing pre and post- assessments will again be administered to these same students in grades 6-8 in the fall of 2007 and the spring of 2008. Using the NJ Holistic Writing Scoring Rubric, all students’ performance levels will be recorded.

By the spring of 2007, the following growth will be attained:

 10% of all 5th grade students who scored in the “inadequate command” performance rank in the fall of 2006 will increase (at minimum) one performance level and score in the “limited command” level or above by the spring of 2007.

 10% of all 6th grade students who scored in the “limited command” performance level in the fall of 2006 will increase (at minimum) one performance level and score in the “partial command” level or above by the spring of 2007.

 10% of all 7th students who scored in the “partial command” performance level or below in the fall of 2006 will increase (at minimum) one performance level and score in the “adequate command” level or above by the spring of 2007.

By the spring of 2008, the following growth will be attained:

 10% of all 6th grade students who scored in the “limited command” performance rank in the fall of 2007 will increase (at minimum) one performance level and score in the “partial command” level or above by the spring of 2008.

 10% of all 7th grade students who scored in the “partial command” performance level in the fall of 2007 will increase (at minimum) one performance level and score in the “adequate command” level or above by the spring of 2008.

 10% of all 8th grade students who scored in the “adequate command” performance level or below in the fall of 2007 will increase (at minimum) one performance level and score in the “strong command” level or above by the spring of 2008.

2006-2007 QAAR OBJECTIVES

Building Objective # 1:

By the end of June 2007, due to the implementation of a focused problem solving curriculum; increased instructional focus on open-ended mathematical prompts; and increased teacher professional development, the 2006-2007 8th grade students will show at minimum, a 10% increase in the “problem solving skills” mean score as measured by the Grade Eight Proficiency Assessment (GEPA) as compared to the 2005-2006 8th grade cohort. The 2005-2006 mean score in the “problem solving skills” section was 25.7.

Building Objective #2:

By the end of June 2008, due to increased professional development; implementation of a more rigorous, research based writing curriculum; and the teaming of language arts and social studies teachers, there will be discernible growth in the analytical writing scores of students in grade 5-8 on a school-wide pre/post writing assessment, as evaluated by the New Jersey Holistic Writing Scoring Rubric. Analytical writing pre and post- assessments will be administered to all students in grades 5-7 in the fall of 2006 and the spring of 2007. Analytical writing pre and post- assessments will again be administered to these same students in grades 6-8 in the fall of 2007 and the spring of 2008. Using the NJ Holistic Writing Scoring Rubric, all students’ performance levels will be recorded.