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

Deerfield Beach MS (0911)

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

Reading

Wednesday

1st, 2nd, 3rd, 4th

8/22/2018 - 5/29/2019

9:00 AM - 10:00 AM

6, 7, 8

Language Arts

Tuesday

1st, 2nd, 3rd, 4th

8/21/2018 - 5/28/2019

9:00 AM - 10:00 AM

6, 7, 8

Social Studies

Monday

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

8/20/2018 - 5/20/2019

9:00 AM - 10:00 AM

6, 7, 8

Math

Monday

1st, 2nd, 3rd, 4th

8/20/2018 - 5/20/2019

9:00 AM - 10:00 AM

6, 7, 8

Science

Wednesday

1st, 2nd, 3rd, 4th

8/22/2018 - 5/29/2019

9:00 AM - 10:00 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: 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

389

11.30

29.30

6.90

45.00

25.40

07

419

14.10

27.40

10.70

35.10

22.90

08

357

13.40

19.60

4.20

31.90

16.20

 

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

Student achievement is related to teacher effectiveness.  In an effort to improve student achievement, Deerfield Beach Middle School will solicit assistance from the Office of Academics to support teachers in employing effective planning and instructional delivery practices.  As a Teacher Incentive Fund (TIF) school, we will also solicit Instructional Support Facilitators to meet and support new teachers.  Master Teachers/Coaches will provide support for teachers through mentorship and coaching practices.  Professional Development will be facilitated by Instructional Coaches and Department Chairpersons. Administrators will meet weekly with teachers in Professional Learning Communities, as well as, conduct data chats to analyze interim assessment data with teachers in an effort to monitor student achievement. 
Students are identified by teachers, administration, guidance and support staff for CPST (Collaborative Problem Solving Team), and RTI (Response to Intervention) is completed on each student who is identified.  These students are identified for academic or behavioral concerns.  

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Thursday

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

9/6/2018 - 6/4/2019

-

Thursday

1st, 2nd, 3rd, 4th

9/4/2018 - 6/4/2018

-

 

School Counseling Plan File

File Name Upload Date

School-Counseling-Plan-2018-19.pdf

10/18/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

DBMS-SEL-Plan-2018-2019.docx

10/26/2018

 


 

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

SurveysReportPrint8142663031174099685.pdf

11/16/2018

SurveysReportPrint5082930487000892468.pdf

11/16/2018

SurveysReportPrint3883845942548414381.pdf

11/16/2018

 

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

SurveysReportPrint8142663031174099685.pdf

November

A+ Funds

11/16/2018

SurveysReportPrint5082930487000892468.pdf

November

A+ Funds

11/16/2018

SurveysReportPrint3883845942548414381.pdf

November

A+ Funds

11/16/2018

SAC-Revised-Composition.pdf

October

A+ Funds

11/16/2018

SAC-Meeting-Schedule.pdf

November

A+ Funds

11/16/2018

SAFbylawstemplate2.docx

October

SAF ByLaws

11/13/2018

SAC-ByLaws-2018-19.html

October

SAC ByLaws

10/29/2018

October-17-SAC-Minutes.pdf

October

A+ Funds

10/26/2018

October-17-SAC-Agenda.pdf

October

None

10/26/2018

September-26-SAC-Minutes.pdf

September

A+ Funds

10/26/2018

September-26-Agenda.pdf

September

A+ Funds

10/26/2018

October-SAC-Sign-in.pdf

October

A+ Funds

10/26/2018

September-26-SAC-Sign-in.pdf

September

A+ Funds

10/26/2018

 


 

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 SES Band data and the FSA Scores, Deerfield Beach Middle School will be focusing on student improvement in the following academic areas:

  • English Language Arts (ELA)
  • Mathematics (FSA & EOC)
  • Science (FCAT)
  • Civics
We have selected these areas to focus on as increasing in each of these areas will increase the proficiency levels of our students as well as  increase our overall school performance grade.  

 

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?

Deerfield Beach Middle School will focus on scaling up key research-based practices through methods that have been effective in impacting student achievement and which are aligned to the school Professional Development Plan for the 2018-2019 School year.  This includes:

School-wide Administration and Utilization of Result from Common Formative Assessment (CFA’s)
School-Wide Literacy and Citing Textual Evidence
Goal Setting & Data Chats for Progress Monitoring
Differentiated Instruction
Daily Formative Assessments to Track Student Progress Towards Learning Target

 

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

School-wide Administration and Utilization of Result from Common Formative Assessment (CFA’s)

  • Common Formative Assessments are administered school-wide on a monthly basis according to the state standards for each identified academic area and which will be covered over the course of the month. Teachers will meet in grade level Professional Learning Communities (PLC) to discuss results from assessments to plan for remediation and enrichment.
chool-Wide Literacy and Citing Textual Evidence
  • All teachers at Deerfield Beach Middle School will use a variety of methods to teach and hold students accountable to citing textual evidence in speaking and writing during daily instruction.  These methods include using evidence terms/stems when speaking and writing, using accountable talk, recording and representing knowledge in academic notebooks, Think-Alouds, Document-Based Questions, Gradual Release of Responsibility Model, utilization of anchor charts, and Small Group Instruction.  All content teachers will continue to mirror the ELA standards by creating more daily test-focused and reading-writing activities.  All teachers will reinforce the textual evidence and the literacy connections by implementing the daily literacy extended-block plan with fidelity.
Goal Setting & Data Chats for Progress Monitoring
  • Deerfield Beach Middle School will focus on continuous progress monitoring of all students, teachers, grade levels, and departments in student improvement through use of CFA data, analysis of  daily student work and the utilization of data tracking sheets for academic and instructional improvement goal-setting. Goal setting takes place in Student-Teacher Conferences, Administrator-Teacher Conferences, Peer Editing/Conferencing, as well as department and grade level PLCs.
DIFFERENTIATED INSTRUCTION
  • School-wide implementation of Differentiated Instruction through center rotations/stations based on skill, need, and interest for teacher-directed instruction and technology integration for remediation, and enrichment purposes.

Daily Formative Assessments to Track Student Progress Towards Learning Target
  • All teachers at Deerfield Beach Middle school will utilize daily formative assessments aligned to learning standards and daily instructional target as part of the teaching and learning process.  Formative assessments include but are not limited to interactive journals, exit slips, tickets out, academic games, graphic organizers, and one-question quizzes.

 

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

School-level progress monitoring data includes:
Diagnostic Data - once; at the start of the school year
Standards Mastery Data - approximately every four (4) weeks
Common Formative Assesment Data - three (3) times each year
 

 

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

All assessments are calendarized and monitored.  Each department uses data tracking sheets for students and teachers.  Data is analyzed and used to drive instruction and create opportunities to reteach and remediate when necessary.

 

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)?

Our school provides students with access to NEWSela, vocabulary.com, as well as a full-time literacy coach who works with all departments to help students and teachers alike reach our common goal.

 

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

Teachers are involved in Professional Learning Communities (PLCs) on a weekly basis.  During PLCs, tier I standards-based classroom instruction is addressed.  Teachers share best practices and receive feedback from administrators who are a part of the PLCs.

 

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?

Our school provides students with access to NEWSela, vocabulary.com, as well as a full-time literacy coach who works with all department to help students and teachers alike to reach our common goal.

 

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 has an SEl Liason and Committee tha works to ensure students are developing social and emotional skilss.  There are also clubs that embedd SEL into their activities, and serve as ambassadors for our school.  Our SEl Plan includes the SEL standards and we address these standards daily.  Our students receive training from our club advisors and our teachers receive staff development from our district SEL liason and from our SEL committee.

 

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

Our SEL Plan addresses the five competencies of SEL.  Our students and our staff receive lessons from our SEL liason monthly.  These competencies are also embedded in our daily announcements and inour incentive and award programs.

 

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

Students have an opportunity to be a part of clubs, groups, and sports that address SEL competencies to ensure students have the opportunity to practice social emotional learning.

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget

BPIE Files

File Name Uploaded Date
BPIE-2017.pdf 10/29/2018