In addition to using texts from core, supplemental, and intervention programs, how does the school ensure students have access to informational text for each content area in a variety of mediums?
Our school uses Newsela, print subscription to magazines, which are available in the Media Center, to ensure that students have access to informational text in each content area and in a variety of mediums.
As evidenced in the SES Band Data, which content area(s) will be the focus for improving student achievement and why was this area chosen?
In order to meet our school wide goal of earning a B or above school grade from the State of Florida, each department has created its own set of goals to focus on.
Attucks middle school intends to increase its enrollment by another 10% by the begining of the 2018-2019 school year to approximately 770 students. In order to acheive this goal, we will continue to develop and market our growing Cambridge Global Communications Program and engage our community and stakeholders to participate in PROUD Attucks Talk. In addition we continue to strive to bring our school performance back to an A by the end of the 2019-2020 school year.
To increase learning gains amongst students across all grade levels from 49% to 51% and amongst the lowest quartile students, from 41% to 48%, by the 2017-2018 Florida Standards Assessment for Math. To ensure we meet our goal, all Math Teachers are working together within their Professional Learning Community by grade level. They are creating standards based lessons, sharing best practices and providing weekly enrichment activities. The Math Department will remediate and enrich students through the use of technology – i.e. Virtual Labs, individual i-ready lessons, MYHRW.com, Student problem solving WIKI’s and GIZMO’s to reinforce concepts and provide virtual experiences. All Math teachers will utilize i-ready to progress monitor student achievement of the Florida Standards through the use of Monthly Common Formative Assessments.
By June 2018, the percentage of 8th grade students who will be proficient in Science will increase from 22% to 30% as measured by the Statewide Science Assessment. The department, as a whole, will appropriately utilize the Test Item Specifications, Version B, in order to create and present standard-driven instruction. Our sixth and seventh graders will be administered the End-of-Year Assessment which will be created by the district. This will be used as an accountability tool for the corresponding teachers, and will meet a succession of a 30% proficiency to align with the 8th grade students’ assessment, thus providing proficiency of specific content prior to entering the students' 8th grade year. Tracking data will be a key part of progress monitoring. Weekly conversations will occur during department PLCs and department common planning times. In addition, the Cambridge Science educators will follow the Cambridge Secondary Standards, thus providing a more direct approach in using in-depth student-centered activities allowing for individualized learning. Our goal will be met by using the county adopted textbooks, Florida Science FUSION as our primary resource, but will pull from other sources such as NewsELA to provide a connection of science content and the real world as we support the Literacy efforts of the school. We will continue to use the district-created Mini Formative Assessments that corresponds to our science Instructional Focus Calendar which will include laboratory activities, hands-on manipulatives, and collaborative project-based learning. In addition, other forms of assessments will be presented, both formative and summative, and interactive academic tools, which include but are not limited to GIZMOs, MobyMax, Study Island, and Study Jams.
By June 2018, the percentage of students performing at a level 3 or higher on the Florida Standards ELA assessment will be at approximately 50%. Learning gains will increase from 54% to 59% and the lowest 25% quartile will increase from 45% to 48%. To achieve this goal Reading and Language Arts teachers will increase the rigor in their classrooms. In addition, both Reading and Language Arts teachers will provide instruction based on the identical Reading and Writing Standards monthly. School-wide literacy strategies will be taught to content areas teachers monthly. In addition, content area teachers will use taught strategies in their classrooms. The Collections text will be the primary resources complimented by supplemental resources such as Inside, Achieve 3000, USA Test Prep, Legacy, and Novels. Monthly progress monitoring will ensure that Reading teachers are constantly checking for understanding and remediating and enriching students where the data suggests. Data analysis is based on assessments administered biweekly and monthly via USA Test Prep, Achieve 3000, Collections and Legacy. Tracking data is a key part of progress monitoring, so weekly conversations happen during grade level department PLCs and during department common planning times. Moreover, students receive a writing performance task each quarter. This would include a diagnostic writing assessment, three mini formative assessments, and a summative assessment based on the informative and argumentative writing performance task. This data is tracked and discussed to compare and implement strategies that work. The data is also used to drive student-teacher data chats to discuss remediation and enrichment at the end of each quarter.
In order to prepare students for college and career, Attucks Middle School will continue to integrate 21st century skills in all subject areas. Technology development will include, but not be limited to basic computer and internet use, Microsoft Office Suite, and online learning opportunities through Canvas, USA Test Prep and Achieve3000. We will also continue to secure grant funding to support extended learning opportunities and more technology access.
Social Studies Goal:
To achieve a 72% or higher proficiency on the End of Course Assessment for 2017-18. The Civics department will continue to focus on incorporating reading
strategies into our everyday content, we will do this by collaborating in Professional Learning Communities. We will also analyze data and reflect on the strengths and
weaknesses of each Common Formative Assessment to prepare for the EOC. Teachers are also working after school through S.O.A.R to provide additional support to our students.
Describe in detail how the BEST Practice(s) will be scaled-up
Describe in detail how the BEST Practice(s) will be scaled-up
- In order to improve our performance within the SES Band, curriculum leaders are actively training and assisting all faculty members in the use of data to guide instruction. This instruction is happening during our weekly PLC. With the help of department leaders, all faculty members are being asked to analyze data from the FSA, as well as teacher created or County created common formative assessments. The results of the common assessments are then being used to drive instruction in the classroom, remediation, enrichment, and collaborative learning groups. Teachers will also engage in Student Data Chats with their administrators and their individual students on a quarterly basis.
- Additionally, our curriculum coach and leadership team will be providing our staff and faculty with multiple professional growth opportunities in the areas of blended learning, active learning, literacy strategies, and the use of LMS.
- Based on test data, students are also being targeted for enrichment and remediation in our afterschool and Saturday program, SOAR. This programs aims to help close the gap in student achievement through hands on learning, remediation, and enrichment opportunities.