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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

Sheridan Technical College and High School (1051)

School Year

2018 - 2019

School Grade
(2017 - 2018)

A

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

Student Support/Research Exhibitions

Wednesday

2nd, 3rd, 4th, 5th

9/26/2018 - 5/22/2019

1:45 PM - 3:00 PM

9, 10, 11, 12

12th grade team

Wednesday

2nd, 3rd, 4th, 5th

9/26/2018 - 5/22/2019

1:45 PM - 3:00 PM

12

11th Grade Team

Wednesday

2nd, 3rd, 4th, 5th

9/26/2018 - 5/22/2019

1:45 PM - 3:00 PM

11

10th Grade Team

Wednesday

2nd, 3rd, 4th, 5th

9/26/2018 - 5/22/2019

1:45 PM - 3:00 PM

10

9th Grade Team

Wednesday

2nd, 3rd, 4th, 5th

9/26/2018 - 5/22/2019

1:45 PM - 3:00 PM

9

 


 

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

09

147

10.90

2.70

21.80

0.70

6.80

10

134

16.40

1.50

3.00

0.70

2.20

11

119

14.30

0.00

8.40

0.00

1.70

12

144

16.00

0.00

11.10

0.00

3.50

 

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

Intervention strategies are based on a multi-tiered support system.

Guidance:

  • Teachers identify and report academic concerns to grade level school counselors
  • Teachers identify and report behavioral concerns including social skills, organizational skills, time management issues, conduct, acclimation to courses, and their overall health and well being.
  • School counselors meet with struggling students and together create a plan to ensure progress towards course credit, credit recovery, raising their GPA, and fulfilling graduation requirements.
  • Counselors schedule parent conferences to provide parents with the most current information regarding their child's academic and/or behavioral progress. They work with the parent to identify strategies that will provide the student the greatest success.
  • Counselors work with teachers to facilitate small group learning in the Innovative Learning Center (ILC) to provide academic assistance.
  • Counselors work with inside and outside agencies and other resources to assist STHS families (parents & students) with both academic and social needs.
RtI:
  • Student history is reviewed to determine if their is a new or recurring issue.
  • Attendance, discipline, academic history are discussed with guidance & teachers
Reading:Our school wide initiative is English Language Arts. As a school we would like to demonstrate learning gains in
  • NoRedInk builds reading comprehension through leveled adaptive articles, real-time assessments and actionable insights, and the ability to self-monitor student progress. This program provides personalized leveled skill-building focused on writing skills.
  • Vocabulary.com builds upon academic/SAT words. The program is adaptive and becomes more advanced as students progressively improve. It is cross-curricular and students have the ability to challenge themselves (self-monitor), their class, and the school on the district, state, and national level.
  • MAP (Measures of Academic Progress) is given as a diagnotic assessment three times througout the year (fall, winter, spring) to monitor student progress. It is an adaptive assessment that focuses on reading comprehension and language usage. Teachers are able to provide differentiated instruction from the grouping that the assessment provides.
  • S.E.L.A. (Success in English Language Arts) is our weekly tutoring session where 9th-11th grade students receive additional instruction and practice in reading comprehension, writing skills, and language usage. Twice a week, students receive an additional 90 minute block of ELA.
  • Khan Academy for PSAT/SAT skill building, grades 9-12.
RIF (Reading Instructional Focus) the RIF was created to provide all teachers with a pacing guide that concentrates on specific skills aligned with the Florida State Standards.

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Thursday

2nd

9/6/2018 - 5/30/2019

8:00 AM - 10:00 AM

 

School Counseling Plan File

File Name Upload Date

STHS-School-Counseling-Plan.pdf

9/7/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

STHS-SEL-Action-Plan-2018.pdf

10/19/2018

 


 

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

SAF-sign-in-11-7-18.pdf

November

Monitored

11/13/2018

SAF-Agenda-Nov.pdf

November

Monitored

11/13/2018

Minutes-SAF-Nov.pdf

November

Monitored

11/13/2018

STC_SAF-Bylaws.pdf

November

SAF ByLaws

11/13/2018

1051_Sheridan_Sign-in_-11_2018.pdf

November

A+ Funds

11/13/2018

1051_SheridanTech_Minutes_11-2018.pdf

November

A+ Funds

11/13/2018

1051_SheridanTech_Agenda_11-2018.pdf

November

A+ Funds

11/13/2018

Sandy-Hook-Promise-Certificate-of-Recognition.pdf

November

Monitored

11/13/2018

SAC-Committee-Membership.pdf

September

Approved

10/5/2018

1051_SheridanTech_Minutes_9-2018.pdf

September

Monitored

9/11/2018

1051_SheridanTech_Agenda_9-2018.pdf

September

Monitored

9/11/2018

SAC-Meeting-Dates-2018-19.pdf

September

Monitored

9/11/2018

1051_SACBylaws2018-19.pdf

September

SAC ByLaws

9/11/2018

1051-sign-in-sheet-9-5-18-mtg.pdf

September

Developed

9/7/2018

 


 

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

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

We utilize state and school progress monitoring tools. On the state level we utilize the Florida Standards Assessment and End of Course exams. Data from these two assessment tools are collected on a yearly basis. In addition, we utilize several tools on a schoolwide level. Our 9th and 10th grade students are utilizing a grammar program called No Red Ink. It is an adaptive and efficient program that focuses on improving grammar and writing skills. We are able to track the progress of students on a weekly basis. Students receive a diagnostic assessment of the skill, time to practice throughout the week, and finally a growth quiz that will show student's progress and compare their initial knowledge from their diagnostic assessment at the beginning of the week. To continue, our 9th-12th grade students are also utilizing Khan Academy (linked with College Board). Khan Academy is also a personalized, adaptive tool that offers practice exercises and instructional videos in various subject areas. Students utilize this program to practice and master SAT skills in Reading and Mathematics. They are given 30 minutes/week in each academic class to work. We receive a weekly report where we are able to assess the specific areas where students are deficient and provide some assistance.  RIF (Reading Instructional Focus)

 

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

Here at Sheridan Technical High School we work together as a team to ensure that all students work towards their individual goals. The Instructional Coach on campus has created a plan that allows time for students to work on these tools. During that time, teachers are monitoring students' work, and assisting students with questions. In addition, we partner with our parents and create goals for struggling students where we provide specific tutoring in subjects as an added block at the end of the day.

 

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)?

Sheridan Technical High school has 21st Century trained teachers that provide technological support such as teaching students collaboration and communication skills. The use of technology also provides for flexible presentation of learning materials. Students have the option to read or listen to information, watch videos, utilize text-to speech (when applicable) when learning topics. In addition, students are given a variety of learning opportunities. Classroom instructors provide hands-on and project based activities which contribute to the Universal Designs for Learning.

 

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

Administration completes classroom observations throughout the school year. During weekly PLCs, teachers come together to discuss the school initiative, lesson plans, and goals. During these meetings, teachers review the Reading Instructional Focus plan (which is standard based) and analyzing the assignments that are given in class. The Literacy coach assists with steering the lessons towards standard based instruction. In addition, vertical planning is done. Within the vertical planning teachers discuss standards that should be met before moving to the next grade level.

 

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 Collections Series is utilized in grades 9-12 as the core material in the classroom.  The school has supplemental/intervention programs the is implemented in a daily basis. These programs include:  Vocabulary.com, Newsela, Commonlit.org, and No Red Ink. These are not only literary based programs, but they contain cross curricular instructional materials as well. In addition, students have access to our ILC (Innovative Learning Center) where they have the ability to find information and literary works from various sources/authors. In addition, our Media Specialist provides learning opportunities within the classroom and demonstrates how to research and find a variety of mediums for literary words. The ILC is open for students on a daily basis, before, during and after school. Finally, we provide an additional 5th block of tutoring services provided by our faculty. Teachers instruct in core subject areas, including SAT prep during the school week, and come in on Saturdays to provide additional AP and EOC intensive sessions. 

 

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

For the standard of developing self-awareness and self-management skills to achieve school and life success, it’s essential to establish positive peer, family, and work relationships. We teach students how to work cooperatively by assigning group projects; how to communicate respectfully by modeling appropriate behavior; and how to constructively resolve conflict with others by encouraging counselor-facilitated mediation with the parties involved. In addition, assemblies and classroom presentations teach our students how to identify and manage their emotions and behavior. We created a safe space, called the Zen Den, for students to go when they need to relax, turn off their electronic devices, and practice breathing techniques. Counselors teach students how to set a daily intention and have introduced meditation/breathing exercises to help our students develop self-management skills.

 

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

The competencies of SEL are taught in the classroom via assignments that encourage self-reflection and exploration of their thoughts and feelings. Opportunities in the classroom to help students develop self-esteem include peer tutoring and modeling, group projects and cooperative learning. School-wide, SEL is integrated through the Kids of Character program. Each month teachers are encouraged to nominate students who display various traits from the Kids of Character initiative. These students, and the positive traits that they exhibit, are highlighted in our newsletter and website. The desired outcomes of healthy relationship skills, responsible decision-making skills, self-awareness, self-management and social awareness are perpetuated through peer modeling and ongoing discussions about the desired traits each month.

 

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

Our school-wide policies and practices support the social emotional learning for students by encouraging open communication between students, teachers, guidance, administration, and parents. Counselors are trained to identify barriers to learning, and are well-versed in the community resources in place to remove those barriers. Referrals are made to the various agencies as needed. Regular weekly monitoring of students’ grades permits the counselors to identify students who may be in need of support. Each teacher plays an important role in SEL by quickly identifying students who may be falling behind and referring them to guidance for support. School-wide policies, such as telephone calls, emails and teacher/parent conferences, related to the inclusion of parents in their child’s academic life, keep families informed of any areas of concern so that they may be addressed in a timely manner.

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Mentoring to recognize and manage emotions, solve problems effectively and establish positive relationships with others. SEL provides direct instruction in skills that enable students to succeed in college, career and life by being responsible citizens and decision makers. Kenneth Rolle, Andie Segal, Pristine Pulley, Felicia Rattray 6/4/2019
After School Tutoring & homework assistance Marisa Santana, Sandra Martin, Ozkan Keskinkaya, Rita Horton, Dineen Williams, Ruslan Tabachynsky, Esther Charles 5/31/2019 $6,000.00
Working with Juniors and Seniors to prepare them for life after high school. Students work with teacher, mentors work with students. Mary Barba, Barbara DiAlberto, Pristine Pulley 5/22/2019

BPIE Files

File Name Uploaded Date
BPIE_2018.pdf 10/25/2018