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

New River MS (0881)

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

7th Grade Science

Friday

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

8/22/2018 - 6/4/2019

9:30 AM - 10:30 AM

7

Departmental (ELA, Math, Reading, Science, Social Studies)

Friday

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

8/22/2018 - 6/4/2019

8:30 AM - 9:15 AM

6, 7, 8

Math All Grades

Thursday

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

8/22/2018 - 6/4/2019

2:15 PM - 3:00 PM

6, 7, 8

8th Grade US History

Thursday

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

8/22/2018 - 6/4/2019

12:40 PM - 2:10 PM

8

7th Grade Civics

Thursday

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

8/22/2018 - 6/4/2019

11:45 AM - 12:25 PM

7

6th Grade Science

Thursday

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

8/22/2018 - 6/4/2019

9:30 AM - 10:30 AM

6

Marine Science

Thursday

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

8/22/2018 - 6/4/2019

8:30 AM - 9:15 AM

6, 7, 8

6th Grade Social Studies

Thursday

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

8/22/2018 - 6/4/2019

1:20 PM - 2:05 PM

6

Reading All Grades

Thursday

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

8/22/2018 - 6/4/2019

8:40 AM - 9:15 AM

6, 7, 8

ELA All Grades

Wednesday

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

8/22/2018 - 6/4/2019

3:10 PM - 4:00 PM

6, 7, 8

8th Grade Science

Wednesday

2nd, 3rd, 4th, 5th

8/22/2018 - 6/4/2019

9:00 AM - 9:30 AM

8

Reading All Grades

Wednesday

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

8/22/2018 - 6/4/2019

8:40 AM - 9:15 AM

6, 7, 8

Math All Grades

Tuesday

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

8/22/2018 - 6/4/2019

2:15 PM - 3:00 PM

6, 7, 8

6th Grade World History

Tuesday

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

8/22/2018 - 6/4/2019

1:20 PM - 2:05 PM

6

8th Grade US History

Tuesday

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

8/22/2018 - 6/4/2019

12:40 PM - 1:20 PM

8

7th Grade Civics

Tuesday

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

8/22/2018 - 6/4/2019

11:45 AM - 12:25 PM

7

Marine Science

Tuesday

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

8/22/2018 - 6/4/2019

8:30 AM - 9:15 AM

6, 7, 8

6th Grade Science

Tuesday

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

8/22/2018 - 6/4/2019

8:15 AM - 9:15 AM

6

ELA All Grades

Monday

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

8/22/2018 - 6/4/2019

3:10 PM - 4:00 PM

6, 7, 8

7th Grade Science

Monday

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

8/22/2018 - 6/4/2019

9:30 AM - 10:30 AM

7

8th Grade Science

Monday

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

8/22/2018 - 6/4/2019

9:00 AM - 9:30 AM

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

563

16.20

29.00

1.80

33.70

20.80

07

515

18.30

27.40

0.60

35.50

22.10

08

522

20.30

19.70

3.10

27.80

16.50

 

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

  1. What specific school – level progress monitoring data is collected and how often at school level to determine that students are progressing toward the school and district goals?  Data is collected monthly via Common Formative Assessments in each grade level and subject area.  Teachers also perform weekly "check outs" which are informal assessments such as "tickets out the door" or summaries of the lesson to ensure progression toward the learning goal.  In addition, teachers are having data chats with students as well as discussing the data in their professional learning communities (PLCs) when planning lessons collaboratively.
  2. What instructional materials including core, supplemental, and intervention programs are used to inform instruction based on students' needs? The core materials include the math textbook Go-Math, and for ELA Collections, Civics is Florida Civics, Science is Stemscopes, I-ready, Easy CBM for interventions, district Sharepoint resources.
  3. How does the school ensure the fidelity of students not progressing towards school and district goals receiving appropriate interventions? ELA and Math coach monitor the lowest quartile and schedule students appropriately.  In addition, support facilitators push in to classrooms to assist struggling students.  Those students are also encouraged to attend our morning tutoring program as well as Saturday camps in the Spring.
  4. How does the school ensure that all classroom instruction is accessible to the full range of learners using Universal Design for Learning (UDL) principles? Teachers provide muliple means of representation by using the online textbooks in addition to the hard copies.  Many classrooms are equipped with technology such as laptop carts, Recordex, Promethean boards, and interactive response systems.  In addition, we have district support facilitators that are training teachers on how to differentiate the ways that students can express what they know.

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Tuesday

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

8/21/2018 - 6/6/2019

9:45 AM - 10:45 AM

Tuesday

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

8/29/2018 - 5/28/2019

9:30 PM - 11:30 AM

 

School Counseling Plan File

File Name Upload Date

open_ascp.fmp12

10/16/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

SEL-Action-Plan-2018.docx

10/16/2018

 


 

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

New-River-Middle-School-SAC-meeting-minutes-110118.docx

November

A+ Funds

11/2/2018

0881_SAF_AGENDA_11012018.docx

November

None

11/2/2018

SAC_11012018_agenda.docx

November

Developed

11/2/2018

SAC-Calendar-18-19.docx

November

Developed

11/2/2018

0881_SAC_COMP_2018.pdf

October

A+ Funds

10/26/2018

0881_10042018_SACSAF_SIGNIN.pdf

October

Developed

10/18/2018

October-SAC-Minutes-.docx

October

Developed

10/15/2018

0881_SAF_AGENDA_10042018.docx

October

Developed

10/1/2018

SAC_1004018_agenda.docx

October

Developed

10/1/2018

0881_EXECUTIVE_SUMMARY.pdf

September

Monitored

9/11/2018

0881_SAF_SGININ09062018.pdf

September

None

9/11/2018

0881_SAC_SIGNIN_09062018.pdf

September

Monitored

9/11/2018

0881_SAF_MIN_09062018.docx

September

None

9/11/2018

0881_SAF_AGENDA_09062018.docx

September

None

9/11/2018

0881_SAC_MIN_090618.docx

September

A+ Funds

9/11/2018

SAC_09062018_agenda.docx

September

Monitored

9/11/2018

SAC-Calendar-18-19.docx

September

Monitored

9/11/2018

0881_SACBYLALWS_18-19.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?

SES Band Data indicates that Reading and Math should be a focus for improving student achievement.  We are seeking to increase the percentage of students scoring level 3 or higher in ELA and Math as reported on the FSA.

 

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?

The Professional Learning Community model will be scaled up amongst grade level and content areas to increase performance within the SES Band. Particular attention will be given to the "Super 7" strategies that demonstrate results in Reading and Math.  NRMS will collaborate with Apollo Middle to learn more about their reading and writing clinics. The literacy coach will observe writing clinics in action.  

 

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

BEST practices including PLC and RtI will be scaled up through continued training and peer support. Video recording of exemplary lessons occurs.  Teachers are encouraged to peer evaluate each other’s lessons.  

 

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

Data is collected monthly via Common Formative Assessments in each grade level and subject area.  Teachers also perform weekly "check outs" which are informal assessments such as "tickets out the door" or summaries of the lesson to ensure progression toward the learning goal.  In addition, teachers are having data chats with students as well as discussing the data in their professional learning communities (PLCs) when planning lessons collaboratively.

 

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

ELA and Math coach monitor the lowest quartile and schedule students appropriately.  In addition, support facilitators push in to classrooms to assist struggling students.  Those students are also encouraged to attend our morning tutoring program as well as Saturday camps in the Spring.

 

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)?

Teachers provide muliple means of representation by using the online textbooks in addition to the hard copies.  Many classrooms are equipped with technology such as laptop carts, Recordex, Promethean boards, and interactive response systems.  In addition, we have district support facilitators that are training teachers on how to differentiate the ways that students can express what they know.

 

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

Teachers were trained by district personnel in the RtI/MTSS process and the use of BASIS to ensure that they had access to the data needed to effectively plan their lessons.  All teachers are required to maintain a data binder that is periodically checked by department heads and administrators.  The information in the data binder is updated monthly based on results from formal and informal assessments.

 

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 core materials include the math textbook Go-Math, and for ELA Collections, Civics is Florida Civics, Science is Stemscopes, I-ready, Easy CBM for interventions, district Sharepoint resources.

 

How does your school implement the Broward County Public Schools Social and Emotional Learning Standards to ensure students are developing social and emotional skills?

Our school’s focus is to infuse social and emotional learning into all grade levels and subject areas, so all students are positively impacted.  We have started to use conscious discipline to help students recognize why they behave in certain ways in an effort to reduce the number of disciplinary infractions.  In addition, students are assigned monthly modules in Suite 360 to complete in their first period classes.  These modules help students learn how to self-regulate, process emotions, and handle difficult situations.
In addition, teachers are making students aware of the different brain states, providing professional development for teachers to identify brain states and response techniques. We are also providing tutoring before and after school through our morning car program.  We also have a school-wide mentoring program that includes teachers and staff members around campus.  (community resources)

 

In which ways are the five competencies of the Social Emotional Learning explicitly taught and/or integrated school-wide and in the classroom?

The five competencies which include Self-Awareness, Social Awareness, Responsible Decision-Making, Self-management, Relationship Skills, are addressed in the classroom in many different ways.  Teachers are teaching students the STAR system, which is to smile, take a breath, and relax.  In addition, our daily Brain Smart Starts make students aware of their social skills and help them practice with other students in the classroom and schoolwide.

 

How does your school-wide policy and practices support the social emotional learning for students?

Our school’s focus is to infuse social and emotional learning into all grade levels and subject areas, so all students are positively impacted.  We have started to use conscious discipline to help students recognize why they behave in certain ways in an effort to reduce the number of disciplinary infractions.  In addition, students are assigned monthly modules in Suite 360 to complete in their first period classes.  These modules help students learn how to self-regulate, process emotions, and handle difficult situations.Goal 1:  Develop self-awareness and self-management skills to achieve school and life success.
 
A.  Identify and manage one’s emotions and behavior.Strategies: Teachers are making students aware of the different brain states, providing professional development for teachers to identify brain states and response techniques.
 
B. Recognize personal qualities and external supports.Strategies: Providing tutoring before and after school through our morning car program.  We also have a school-wide mentoring program that includes teachers and staff members around campus.  (community resources)
C. Demonstrate skills related to achieving personal and academic goals.Strategies: Naviance is implemented schoolwide.  Students create SMART goals and teachers have data chats with the students in each subject area.
 
Goal 2:  Use social-awareness and interpersonal skills to establish and maintain positive relationships.    
 
A:  Recognize the feelings and perspectives of others. Strategies:  Peer Buddies, “It starts with Hello” campaign (schoolwide unique fist bump each day), schoolwide Brain Smart Starts that promote student interactions.
 
B:  Recognize individual and group similarities and differences.Strategies: celebrating Hispanic Heritage month, Black History Month, multicultural celebration.  Shark of the Month celebrates personal achievements (behavioral and social).
 
C: Use communication and social skills to interact effectively with others.Strategies: Project and problem-based learning activities through all subject areas, schoolwide Brain Smart Starts that promote student interactions
 
D. Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways.Strategies: Sharks (Suite)360 modules are assigned to all students, conflict mediations with school counselors, assistant principals, and teacher or staff mentors.
 
Goal 3: Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts.
 
A: Consider ethical, safety, and societal factors in making decisions.Strategies: Sharks (Suite)360 modules are assigned to all students, students are taught safety procedures for code red, black, and fire drills.  The suicide prevention hotline is printed on the backs of all student identification badges.
 
B:  Apply decision- making skills to deal responsibly with daily academic and social situations.Strategies: STAR breathing strategy is taught to all students, Sharks 360 modules on decision-making assigned to all students.
 
 
C. Contribute to the well-being of one’s school and community.Strategies:  Thanksgiving food drive, homeless clothing drive, Beach clean ups, shark tagging expeditions, angel tree (supporting needy children in the community)
 
How does your school-wide policy and practices support the social emotional learning of students? 
Our school-wide policy and practices support the social and emotional learning of students because students are being given information and strategies that will help them to deal with their emotions in middle school as well as difficult situations they may encounter.  By focusing on the “whole child,” teachers are able to diffuse conflicts more easily using conscious discipline strategies.  Students are being taught to reflect more on their actions and really think about how they could have made different choices.  In addition, teachers are putting more effort into building personal relationships with the students and creating an environment of warmth and caring.  This leads to students feeling safer in the classroom which is conducive to learning.
 
SEL Professional Development: How will school leadership educate administrators, faculty, and staff on the continuous implementation of SEL?
ActionResponsible PersonResourcesEvidence of CompletionCompletion Date
Teachers and staff will be engaging in a year long book study on Conscious Discipline.
 Mateo GarciaCanvas/ books for each teacherCanvas discussion board.June 2019
Teachers and staff will participate in several SEL professional development sessions throughout the year.
 Melinda WessingerFran Rubio-Katz will be leading the training sessions.Classroom observation dataJune 2019
Sharks (Suite) 360 Training for teachers and staff
 Melinda WessingerLuciano Gomez (trainer)Sharks 360 user reportsJune 2019
Quarterly Review of Behavior and Academic Data: How will school leadership measure the impact of SEL. What are the indicators of success?
ActionResponsible PersonResourcesEvidence of CompletionCompletion Date
The number of school-wide disciplinary infractions will decrease by 5%.
 Melinda Wessinger
Cheryl Reep
Robert Rivera
Lezondra HarrisBASISDiscipline Data- year to year comparisonJune 2019
ELA and Math proficiency will increase by 5% in the lowest quartile.
 Melinda Wessinger
Cheryl Reep
Robert Rivera
Lezondra HarrisFlorida Standards AssessmentFSA DataJune 2019
Schoolwide attendance will increase by 5%.Cheryl ReepBASISAttendance dataJune 2019
 

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget

BPIE Files

File Name Uploaded Date
2018-BPIE-Assessment.pdf 10/16/2018