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?
For the 2018-2019 school year, Miramar will be focusing on improving performance on several on standardized assessments that are utilized to determine student end of course grades, graduations status and the overall school letter grade. The goal is to increase student proficiency by 3%. Students will demonstrate growth in each of the outlined by May of 2018:
44% to 47% in ELA as measured on the FSA ELA assessment
30% to 33% in Math as measured on the FSA EOC
43% to 46% in Biology as measured on the Pearson EOC
65% to 68% in U.S. History as measured on the Pearson EOC
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?
In order to improve student performance on on standardized assessments in English, Math, Social Studies and America History. Teacher will meet in their PLCs during the monthly professional study days to do the following:
- review and adjust their curriculum maps
- create common assessments on the standards
- analyze the data from the assessments
- adapt lessons based on the data
- present best practices on different subject matter to address the standards
- receive training in support materials such as Quia, USA Test Prep, Achieve 3000, Naviance et...
Describe in detail how the BEST Practice(s) will be scaled-up.
In addition to utilizing professional study days to addresses all the topics stated above teachers will utilize common planning time. Teachers will also attend monthly chat and chew sessions provided during each class period to learn about new support materials such as khan academy, voc.com, newsela as well as to observe best practices showcased by different members of the faculty. Teachers will also attend district trainings offered through "my learning plan".
What specific school-level progress monitoring data is collected and how often?
Across tested areas there will be at least two Common Formative Assessments per quarter. The data that is generated during this time will be discussed and reviewed within our Professional Learning Communities and be used to drive instruction.
How does the school ensure the fidelity of students not progressing towards school and district goals?
For students that are not progressing towards school and district goals, there will be remediation services offered to them. Our National Honor Society offers peer tutoring and there are additional tutoring opportunities offered through our 21st Century Program. Additionally, in the months leading towards asessments there will be targeted pullouts of our students that are on the cusp of reaching proficiency based on their performance on Common Formative Assessments.
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 teachers incorporate elements of the Universal Designs of Learning regularly to ensure that the needs of all types of learners on campus are being met regularly in the classroom. An example of this can be found in our common board configuration set-up in which each teacher is expected to have a daily posted lesson goal. Teachers are encouraged to use multiple assignment options that infuse creativity and working constructively in groups. In order to ensure that this type of learning is happening administrators and curriculum leaders conduct regular walk-throughs to observe teachers and students. Students are routinely asked questions to determine their level of understanding of the class's learning goals.
How does the school ensure Tier 1 Standards-Based classroom instruction is being implemented properly and effectively?
The school ensures that Tier 1 Standards-Based classroom instruction is being implemented properly and effectively in a multitude of ways. When it comes to objectives, teachers use a common board configuration and objectives are written in student-friendly terms. Regarding assessments, data is collected through common formative assessments and the results of the tests are discussed in PLC's and used to drive instruction.
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?
9th-12th Grade: Achieve 3000, USA Test Prep, Khan Academy, and NewsELA are utilized as intervention programs across grade and curriculum areas. The students have access to the digital platforms through laptop access in the core curriculum areas as well as the media center before and after school. These digital platforms have a variety of literary as well as informational text.
Students have the option to either receive a hard copy textbook as well as a digital textbook.
How does your school implement the Broward County Public Schools Social and Emotional Learning Standards to ensure students are developing social and emotional skills?
MHS utillizes the PASL program, Mentoring, and student organizations as well as a variety of other cocurricular programs on campus to develop Social and Emotional Skills and implementation of SEL standards. MHS mentoring programs include Mentoring Tomorrow's Leaders, 5000 Role Models of Excellence, Women of Tomorrow and Peer Counseling and Latino's in Action. These programs implement the 5 SEL competencies with extra emphasis on the three goals of self-awareness, self- management, and social awareness.
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 taught hrough mentoring and personalization period seminars
- Identifying emotions
- Accurate self-perception
- Recognizing strengths
- Self- management taught through PASL
- Impulse control
- Stress management
- Organizational skills
- Social - Awareness taught through the content areas and curriculumn as well as school wide diversity celebrations
- Appreciating diversity
- Respect for others
- Responsible Decision making taught through peer counseling, mentoring, and guest instruction through personalization periods
- Identifying problems
- Analyzing situations
- Solving problems
- Ethical responsibility
- Relationship Skills taught through mentoring programs as well as study hall seminars.
- Social engagement
How does your school-wide policy and practices support the social emotional learning for students?
MHS school wide policies and practices support the social and emotional learning needs of students through the usage of a multitiered intervention system for discipline, academics, and attendance. Students are provided with responsive and intuitive support services that cater to the unique needs of the individual to ensure equitable access and oppurtunities as well as reduction of barriers to success in school. The usage of scheduling for the design of unique personalization periods in which students are able to build positive relationships with mentor-teachers while working on SEL goals and skills development is a universal MHS has implemented to foster school wide mentoring in addition to the official SEL mentring programs ( Mentoring Tomorrow's leaders, Latino's in Action, PASL, and 5000K Role Models of Excellence.