Select School Year

School Improvement Plan (SIP)

The School Improvement Plan (SIP) is a live document that is subject to change based on School Advisory Council (SAC) recommendations.

School Name

Olsen MS (0471)

School Year

2018 - 2019

School Grade
(2017 - 2018)

C

Executive Summary

Download/View Executive Summary

 


 

BEST PRACTICE #1

A Focused and Authentic PLC

PROFESSIONAL LEARNING COMMUNITIES (PLC)

A Professional Learning Community (PLC) is a process in which teachers work in teams and use student information to develop strategies to improve their classroom practices.

PLC Name

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Grade

All departments

Wednesday

1st, 2nd, 3rd, 4th

8/21/2018 - 6/28/2019

2:00 PM - 2:45 PM

6, 7, 8

 


 

BEST PRACTICE #2

An Embedded High Quality RtI Process

RESPONSE TO INTERVENTION (RTI)

Response to Intervention (RtI) uses student academic and behavior information to identify students with learning and behavior needs to guarantee that those in danger of failure and/or retention are receiving assistance and support.

 

Graduation/College and Career Readiness (Early Warning Indicators)

Data For: 2017-2018 (Last updated: 7/18/2018)

Grade

Student Enrollment

% of students with attendance below 90%

% of students with 1 or more suspensions

% of students with course failure in ELA or Math

% of students level 1 in ELA or Math

% of students exhibiting 2 or more Early Warning Indicators

06

228

14.00

21.10

4.80

32.00

18.00

07

260

18.80

26.90

9.60

33.10

21.90

08

252

30.60

23.00

10.70

25.40

21.40

 

Describe all intervention strategies employed by the school to improve the academic performance of students identified by the early warning system.

The teachers have been trained  to use the Pre-Referral Intervention Manual (PRIM) and the goleaps website. They will   implement in class interventions. Teachers also coordinate with our guidance department and parents to plan conferences and to facilitate communication to address student needs. Additionally, students are monitored academically and referred to our afterschool programs for academic support and homework help, prior to any formal referrals. Teachers and administrators may also document pre-emptive interventions and document the outcomes in BASIS. Teachers maintain a portfoilio for each student to monitor progress and mastery of curriculum.

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Wednesday
Thursday

1st, 2nd, 3rd

8/22/2018 - 6/5/2019

8:00 AM - 9:30 AM

 

School Counseling Plan File

File Name Upload Date

ASCP-18-19-SY.pdf

10/17/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

Olsen-MS-SEL-Action-Plan-2018.docx

10/17/2018

 


 

BEST PRACTICE #3

Optimal Internal/External Relationships

ACCREDITATION PROCESS

The Accreditation Process leads schools to critically evaluate teaching and learning with a focus on academic excellence. All stakeholders (parents, students, staff, and community) are part of the accreditation process.

 

Self-Assessment Ratings

Accreditation Standard

Overall Rating

Purpose and Direction

Governance and Leadership

Teaching and Assessing for Learning

Resources and Support Systems

Using Results for Continuous Improvement

 

Explain the activities in which your school will participate to increase your overall rating. Include specific details.

 

Evidence/Artifacts

Standards and Indicators

File Name

Standards & Indicator

Upload Date

Report_OMS_Parent.pdf

11/6/2018

Report_OMS_Staff.pdf

11/6/2018

Report_OMS_Student.pdf

11/6/2018

 

SCHOOL ADVISORY COUNCIL (SAC)

Each school has a School (SAC) to facilitate the development and monitor progress of the annual School Improvement Plan. Agendas and minutes reflect annual needs assessment, SIP monitoring and allocation of Accountability Funds.

 

SAC Upload Center

File Name

Meeting Month

Document Type

Uploaded Date

SAF_SIGNIN_SEPT.pdf

November

None

11/19/2018

SAC_Documents_November2018.pdf

November

SAC ByLaws

11/19/2018

SAF_MeetingDates_18_19.pdf

November

None

11/19/2018

SAF_SEPT.pdf

November

Monitored

11/19/2018

SAC_Meeting_Dates_2018-2019.pdf

November

None

11/19/2018

SAC-Composition.pdf

October

A+ Funds

11/19/2018

SAC_Documents_October.pdf

October

Monitored

11/6/2018

SAF_October.pdf

October

SAF ByLaws

11/6/2018

SAC_September.pdf

November

Monitored

11/6/2018

SAC_Meeting_September27.pdf

October

Developed

10/18/2018

SAC-Agenda_September2018.pdf

October

A+ Funds

10/18/2018

 


 

BEST PRACTICE #4

Scaling Up BEST Practices

CONTINUOUS IMPROVEMENT

School improvement is based on a continuous improvement model, using research-based accepted best practices, which align with student achievement needs, insure student progress, and may be revised when appropriate.

 

Goals

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?

Based on 2018 FSA data, the content area of focus for 2018- 2019 will be ELA; specifically 6th grade proficiency and learning gains as last year we saw a dip in those reporting categories.  

 

What specific BEST Practice(s) will be implemented or scaled-up to improve teaching and learning in order to increase performance within the SES Band?

BP 1: Authentic PLC's with a focus on curriculum, assessment, remediation, and enrichment. (common planning data chats to discuss results and next steps.)

BP2: RTI process that guarantees all students in danger of failure or retention receive appropriate interventions and support (grade level RTI meetings with support staff and specific/impacted teachers.)
BP 3: ELO- Extended Learning Opportunities to allow access to technology and provide additional instruction/ practice on the standard for enrichment and remediation. 

 

 

Describe in detail how the BEST Practice(s) will be scaled-up.

BP1:  As we move forward this year, we will continue to develop teacher capacity through authentic PLCs.  Teachers will be focusing on student output, maintaining student porfolios, and bringing that evidence to PLCs where they will receive peer feedback and have the opporunity to collaborate to better reach the needs of our students.  Additionally, teachers will particiate in collaborative sub-cadre visits, both inside and out of the school, to allow them rich experiences to take back to PLSs and implement in their own classrooms.

BP2:  We will continue to support teachers as they document acedemic tier 1 interventions in BASIS.  Weekly grade-level RtI meetings are scheduled on Thursdays following the grade level's Wednesday RtI meeting so all teachers can learn the most recent updates to the RtI process and receive updates.

BP 3:  ELOs have been expanded to include before and after school opporunities Monday - Thursday to allow students access to a certified teacher whom works with them on achieving their goals.  Additioanlly, Saturday ELOs have been offered earlier and more frequent than in previous years. 

 

What specific school-level progress monitoring data is collected and how often?

Progress monitoring data is collected monthly through CFAs through all content areas.  Data from CFAs is then used to plan remediation activies both during classroom time as well as immersion expereneices and ELOs.  

 

How does the school ensure the fidelity of students not progressing towards school and district goals?

Students that are not meeting expected progression targets are both encouraged and reward for attending ELOs as well as recorded for RtI and interventions are documented.  Additionally, teachers collaborate with parents / guardians through phone and in-person conferences as well as events such as Curriclum night where data chats are held with families.

 

How does the school ensure that all classroom instruction is accessible to the full range of learners using Universal Designs for Learning (UDL) for effective instructional design (planning) and delivery (teaching)?

When planning lessons, teachers make accomodations for all learners based on IEPs, 504s, ELL plans, etc as well as include a wide variety of teaching strategies to address the learning needs of diverse student populations.

 

How does the school ensure Tier 1 Standards-Based classroom instruction is being implemented properly and effectively?

In collaboration with department chairs, administration frequently visits classrooms to verify that instruction is standards-based and that student tasks meet the demand of the standard.  Coach and administration use the IPG tool with teachers to develop their classroom practices and have follow-up conversations based on classroom observations.  Leadership then collaborates as a team to verify that the needle is pointing in the right direction.

 

Describe texts used for core, supplemental, and intervention programs at each grade level. How does the school ensure students have access to a balance of literary and informational text in a variety of mediums?

Through our Digital 20 program, students are able to engage in standards based instruction 24/7.  Students have online access to NewsELA (SS / Reading / ELA), Vocabulary.com (Reading / ELA), My Access (ELA), and i-Ready (Math).  Through these online platforms, students have access to content based information text to supplement their learning.  Additionally, students that participate in our aftercare programs have a schedule that includes 1 hour every other day of computer lab time to access the content.

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
To accomplish this goal, teachers will continue to engage in TNTP cycles, increase the frequency of CFAs, engage in closely monitoring results of CFAs and remediate as necessary when targets are not met. Dr. Hassad, Literacy Coach; Ms. Anderson - ELA Chair, Dr. Norris - AP over ELA 6/1/2019 Provided in house and through district coaches.

BPIE Files

File Name Uploaded Date
BPIE_2018-(1).pdf 11/6/2018