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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

Plantation MS (0551)

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

Departmental PLC's - Plantation Middle School Professional Learning Community

Wednesday

1st, 2nd, 3rd, 4th

8/29/2018 - 5/1/2018

8:15 AM - 9:15 AM

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: 9/18/2019)

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

240

31.00

58.00

41.00

117.00

29.00

07

256

37.00

50.00

53.00

105.00

46.00

08

267

40.00

73.00

59.00

103.00

65.00

 

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

Plantation Middle School implemented a Multi-Tiered System of Supports (MTSS) core problem solving team, comprised of members with expertise in academic and behavioral domains. The MTSS team utilizes the continuous problem solving process to identify students who are at-risk in academics and/or behavior. The team conducts a root cause analysis to determine why the problem is occurring. The MTSS core problem solving team analyzes and dis-aggregates data from the following Broward County Public School resources Data Warehouse and BASIS system to view student data, to address and assist students individual needs. The MTSS core problem solving team utilizes an early warning identification system, response to intervention (RTI) process and build the Positive School wide behavior plan. Student data are aggregated to form a predictive analytic risk score configuration, comprised of indicators that flag students at risk of retention, course failure, truancy, and misconduct.
    To identify at-risk students in compliance with 1001.42, F.S., Plantation Middle School will utilize an early warning identification report. This report identifies students having met two or more at-risk indicators (attendance below 90 percent, one or more in school or out of school suspensions, course failure in English Language Arts or Mathematics, and Level 1 score on statewide, standardized assessments in English Language Arts or Mathematics). In addition, the report includes each student’s early warning risk score.
    The school uses a comprehensive Response to Intervention (RTI) process facilitated by guidance and administration that identifies students who need additional support particularly in the academic areas of language arts and mathematics as well as students needing behavioral guidance. The early warning indicators include: failure to meet proficiency of standards on formative assessments; behavior intervention checklists; progress monitoring; and teacher feedback. In addition, students are offered extended learning opportunities via our after school tutoring camps and pull-out programs that are conducted within the school day. 

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Thursday

1st, 2nd, 3rd, 4th, 5th

8/16/2018 - 6/1/2018

9:00 AM - 2:00 PM

Wednesday

1st, 2nd, 3rd, 4th, 5th

8/15/2018 - 6/4/2018

1:00 PM - 4:00 PM

 

School Counseling Plan File

File Name Upload Date

AGP-2019.pdf

10/3/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

PLMS-SEL-Action-Plan-2018-(3).docx

10/22/2018

 


 

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.

No Evidence/Artifacts

 

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

sac--agenda-from-february2019-03-11-104756.pdf

March

A+ Funds

3/11/2019

MARCH-informational-meeting2019-03-08-092431.pdf

March

A+ Funds

3/8/2019

2019-January-SAC-Minutes.docx

January

A+ Funds

1/14/2019

Jan-2019-SAC-Agenda--Sign-In-sheets.pdf

January

A+ Funds

1/14/2019

2018-2019-Mid-Year-Reflection-SIP.docx

January

A+ Funds

1/8/2019

NOV-SAC-SIGN-IN2018-12-13-085525.pdf

November

A+ Funds

12/13/2018

SAC-COMPOSITION2018-12-13-085318.pdf

December

A+ Funds

12/13/2018

Nov-2018-SAC-Agenda.pdf

November

A+ Funds

12/12/2018

PLMS-SAC-dates-18-19.docx

November

A+ Funds

11/6/2018

Oct-2018-Minutes.pdf

October

A+ Funds

11/6/2018

OCTOBER-SAC-DOCUMENTS2018-10-26-135752.pdf

October

A+ Funds

10/26/2018

SAC-SEPT-Minutes-2018.docx

October

A+ Funds

10/3/2018

SAC-AGENDA-SIGN-IN-SHEET--0920182018-09-11-161127.pdf

September

A+ Funds

9/11/2018

SAC-BYLAWS2018-09-11-160807.pdf

September

SAC ByLaws

9/11/2018

 


 

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 the FSA data, we will target ELA Reading/Writing, Mathematics and Science. 

 

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?

Our weekly Professional Learning Communities (PLCs) will focus on working on goals that align with the Florida Standards.  The instruction will be guided by Project Based Learning which features hands-on activities, increased student engagement, generate connections to prior knowledge, and provide students opportunities to practice skills and deepen understanding.

 

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

Teachers participate in weekly professional learning communities that target standards based instruction. In addition, different deparments are collaborating together to create units of study that support the different content areas such as Reading, Language Arts, Math, Social Studies and the Elective areas. Teachers implement BEST (Beyond Expected Student Targets) and CARE (Curriculum, Assessment, Remediation, and Enrichment) in an effort to monitor student progress and provide strategies that will remediate, maintain, and enrich their skills. 
The best practices will include a school wide focus calendar and specific strategies that will enhance and develop student skills: Close Reading Strategies, Cornell Note Yaking Strategies and Academic Vocabulary & Lexile Interventions. 

 

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

Each content area will submit progress monitoring data (lexile level testing, FSA scores, student diagnostics results, Standards based assessments, and BAT results) once a month to validiate best practices and or change instructional practices based on student results. Each department will participate in monthly data chats and present evidence of student exemplars and work samples to administration, department chairs, and district support personnel. 

 

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

Students not progressing toward school and district goals will be identified for Tier 2 and Tier 3 Interventions and referred to the MTSS-RTI committee for additional evaluations, support and or placement. Parents will be notified and included in with committee meetings. The MTSS-RTI team will set up a schedule for progress monitoring and meetings.  

 

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)?

All students will have access to the curriculum via CANVAS, I-READY, STUDY ISLAND and CommonLit. Students will be presented with visuals and electronic versions of the curriculum to meet UDL for effective instructional design and delivery. 

 

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

Administration and department chairpersons will monitor classroom instruction and progress with Tier 1 Standards Based classroom by completing classroom observations and reviewing student work and exemplars during monthly data chats. 

 

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?

The Language Arts department will use Legacy Writes documents and the Collections textbook/series. 
The Math department will utilize 6th Grade: Go Math?, 7th grade Go Math, and 8th grade Go Math textbooks and supplemental materials. 

 

Please complete this section based on 2018-2019 end-of-year results.
Instructional Implications: Discuss the success of specific strategies/activities and provide a rationale as to why those academic improvements occurred as a result of those strategies.

We increased overall in English Language Arts to 47 percent.
We increased to 49.2 percent in English Language Arts learning gains.  
We increased to 43.2 percent in English Language Arts low 25 percent learning gains.
We increased overall in Mathematics to 43 percent.
We slightly decreased to 41.8 percent in Mathematics learning gains.
We decreased two points to 34.7 percent in Mathematics low 25 percent learning gains.
We had gains is Science achievement by increasing 3 points to 38.
We dropped 2 points in Social Studies achivement to 55 percent.
We were able to maintain our FLDOE grade of C.
Overall we had an increase in total points percentage from 45 to 47.
 

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Pull out groups, Saturday camps, and curriculum Department Chairs 6/4/2019 Study Island Professional Development $9,462.50
Pull out groups, Saturday camps, and curriculum Administration and Department chairs 6/4/2019 Legacy Writes $8,000.00

BPIE Files

File Name Uploaded Date
0551_10042017_0551_10252016_BPIE_2016-(1).pdf 11/6/2018