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

Dandy, William MS (1071)

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

ELA/MATH/SCIENCE/SOCIAL STUDIES/ELECTIVES

Monday
Tuesday

1st, 2nd, 3rd, 4th

8/27/2018 - 5/20/2019

8:35 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: 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

365

7.10

33.70

21.10

43.80

33.20

07

336

13.10

29.50

12.50

42.30

30.70

08

293

16.40

27.60

14.30

35.20

24.60

 

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

The key to improving student academic performance is to ensure that students are first and foremost diagnosed to identify deficiencies in learning and secondly, to ensure that instructional strategies and instructional tools are in place to ensure quality of education.  As a school we utilize standardized state assessments (FSA & EOC) data to begin our work with students annually.  In addition, diagnostic formative assessments are administered in all content area and based on a cycle of instruction and assessments, we are able to identify students who exhibit early warning signs.  Teachers also utilize ongoing formative assessments to identify student needs.  Common assessments are administered on a cyclical basis and are administered approximately every 4-6 weeks and are followed by data chats that involve teachers, students and administrators.  Common assessments are administered to all grade levels and for all core content areas.  We also utilize FAIR, NewsELA specifically for English Language Arts and most recently have also begun using Gizmos for Science as well.  In addition, USA test prep and Vocabulary.com data is also utilized by all core content and elective areas.  iCivics is utilized as a diagnostic and teaching tool for Civics and in Math, my.hrw, virtual nerd and khan academy are utilized as diagnostic as well as teaching tools.   With the understanding that student behavior does show a direct correlation to student academic performance, students who exhibit behavior concerns are given special attention through interventions from the Guidance team and when necessary taken through the RTI process.  In addition, through the work of the ESE Support facilitators as well as the ESOL coordinator and instructor, students who exhibit early warning signs as it relates to academic performance work one on one or in alternative setting for additional support.

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Wednesday

2nd, 4th

10/3/2018 - 5/22/2019

10:00 AM - 12:00 PM

 

School Counseling Plan File

File Name Upload Date

Counseling-Calendar-2018.pdf

10/11/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

1071_10172018_SEL_WD.docx

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.

 

Evidence/Artifacts

Standards and Indicators

File Name

Standards & Indicator

Upload Date

SurveysReport-Staff-11.16.18.pdf

11/16/2018

SurveysReport-Parent-11.16.18.pdf

11/16/2018

Surveys-Student-Middle.High-11.16.18.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

SAC-Minutes-1-10-19.doc

January

Monitored

1/18/2019

SAC-Agenda-1-10-19.doc

January

Monitored

1/18/2019

SAC-Minutes-12-6-18.doc

December

Monitored

1/18/2019

SAC-Agenda-12-6-18.doc

December

Monitored

1/18/2019

WDMS-SAC-Minutes-11-5-18.doc

November

Monitored

1/18/2019

SAC-Agenda-11-5-18.doc

November

Monitored

1/18/2019

WDMS_Mid-Year_2018-2019.pdf

January

Monitored

1/9/2019

WDMS-SAC-ByLaws-2018-2019.pdf

October

SAC ByLaws

10/26/2018

WDMS-SAC-SIGN-IN-SHEET-10-4-18.pdf

October

Monitored

10/17/2018

WDMS-SAC-Agena-10-4-18.pdf

October

Monitored

10/17/2018

WDMS-SAC-Minutes-9-6-18.doc

October

Monitored

10/17/2018

WDMS-SAC-AGENDA-9-6-18.pdf

October

Developed

10/17/2018

SAC-Committee-Membership-2018-2019.pdf

October

Monitored

10/17/2018

 


 

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?

We have examined our math performance results, we looked at teacher placement and made some adjustments in the scheduling of teachers.  We are also pairing up our new teachers with our high performing teachers. The math department coach is monitoring the  vertical planning within their grade levels at weekly plc's to insure lessons are planning creative, rigorous lessons that match the standards begin taught. 
 

 

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 administrators and academic coaches are frequently monitoring the authenticity of PLC's to ensure alignment with content standards. Teachers are asked to share their own best practices in PLC's so that ideas are shared within departments. 

 

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

We share our best practices with the schools in the Dillard Zone by inviting their coaches and teachers to our instructional rounds. We also have a professional development day that we share with our feeder elementary schools and the zone's high schools.
 

 

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

FAIR-FS is administered three times per year (fall, mid-year, and spring) to students in grades 6-8.The administration of these assessments is done by the classroom teacher, but is overseen by the literacy coach. Additional progress monitoring is done with the assessments in the reading program in and teacher made assessments. Each department coach will create assessment using computer based programs to assessed students understanding of the standards being taught. These assessment will be conducted quarterly.
 

 

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

In order to ensure the fidelity of students not progressing towards school and district goals, students are referred to the RTI process.  Theteam meets biweekly to monitor the progress of the students to ensure that the interventions are implemented with fidelity.  The Literacy Coach provides support and professional development as needed.

 

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)?

William Dandy Middle focuses on standards-based instruction.  Each grade level maps out their curriculum to ensure that all standards are taught.  Curriculum is aligned to the standards.  The PLC's monitor the standards being covered and mastered in the classrooms.Teachers provide differentiated instruction by using learning stations and centers based on best practices and learning standards. 
* Small group learning.
* Technology incorporated into instructional time.
* Incorporating Project Based Learning.
* Providing complex informational and literary text within the classroom.

 

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

The school focuses on standards-based instruction.  Each grade level maps out their curriculum to ensure that all standards are taught.  Curriculum is aligned to the standards.  The PLC's monitor the standards being covered and mastered in the classrooms. Students that are not meeting tier 1 strategies for learning in the classroom are recommended for tier 2 strategies and monitored on RtI.

 

 

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?

6th- Newsela, Collections, Common Lit, Inside textbook and workbooks
7th- Newsela, Collections, Common Lit, Inside textbook and workbooks
8th- Newsela, Collections,Common Lit, Inside textbook and workbooks

All materials are either core or supplemental materials infused with informational or literary texts.

 

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

The PBIS (Positive Behavior Intervention and Supports) " Model School" Program is being used throughout the school day, schoolwide.  The school wide expectations (Respect, Responsibly,Tolerance, and ) reminds students to employ social and emotional learning throughout the school day. We reward the students with quarterly VIP events, monthly PBS cards, drawings.

 

 

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

* Self Awareness
* Social Awareness
* Responsible decision making
* Self Management
* Relationship Skills

Strategies are being implemented in classes to ensure that the five competencies of the Social Emotional Learning are being taught school wide.

 

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

* We have incorporated Peer Counseling into the master schedule. 
* Mentoring Program is a teacher to student program that allow an adult to work closely with a student on his or her social and emotional learning as well as provide a student leadership program. 
*PBS cards allow students to earn cards/tickets which incorporates social and emotional aspects of everday life.  Students are given an incentive for gathering a specific number of cards/tickets. 
Men of Tomorrow is an organization that works with male students on campus to ensure that they make good decisions based on social and emotional learning.

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Extended learning opportunities for students through tutoring after school and on Saturdays. Increase professional development for teachers to increase competencies with learning goals, performance tasks, and lesson planning that is aligned with standards. Principal, Assistant Principal, Coaches, District Personnel 5/17/2019 District personnel on/off campus for workshops

BPIE Files

File Name Uploaded Date
1071_10162017_WDMS-BPIE.pdf 11/16/2018