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

Atlantic Technical College and High School (2221)

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

High School PLC

Wednesday

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

8/8/2018 - 5/15/2019

1:50 PM - 2:30 PM

9, 10, 11, 12

 


 

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

164

3.00

3.00

0.60

1.20

0.60

10

157

5.10

2.50

2.50

1.30

2.50

11

141

2.80

3.50

5.70

0.00

0.70

12

191

12.60

0.50

1.00

0.00

0.00

 

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

Atlantic Technical College and Technical High School employs a variety of intervention strategies to improve the academic performance of students.  First our classroom teachers use the tracking system in BASIS to record Teacher Strategies.  Here, they make note of the academic or behavior concern students are encountering in the classroom.  They document the strategies implemented to date and results.  Counselors document on the L27 and meet with the student to discuss and then communicate with the classroom teacher.  Once a student has three unsuccessful teacher interventions, the school counselor will create an RtI referral.  Through our CPSTeam, individual students and their needs are discussed and an action plan is created to address their needs.  

Student grades and GPAs are evaluated multiple times each quarter.  School counselors pull a D/F report four and eight weeks into the quarter.  They solicit input from the classroom teacher and discuss grades with students to determine an action plan.  They then monitor the students and document on the L27 panel.  Students who drop below the required 2.5 GPA are placed on Academic Probation.  A conference is held with the student, parents, administrator, and school counselor where a plan is developed to help the student improve. 

Since attendance is key to academic success, it is monitored very closely.  Interventions occur in the following intervals: 3, 5, and 10 days of absences.  For students currently identified with documented needs, teachers follow the IEP or 504 Plan for instructional accommodations and support services as required.  

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Thursday

4th

9/20/2018 - 5/30/2018

8:30 AM - 11:00 AM

 

School Counseling Plan File

File Name Upload Date

ATC-ASCP-18.19.pdf

10/9/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

ATC-SEL-Action-Plan-2018.pdf

10/18/2018

 


 

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

ATC-Staff-Survey-Results.pdf

10/12/2018

ATC-Parent-Survey-Results.pdf

10/12/2018

ATC-Student-Survey-Results.pdf

10/12/2018

 

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

ATC-SAF-ByLaws.pdf

November

SAF ByLaws

12/10/2018

November-15%2c-2018-SAF-Meeting-Agenda-&-Minutes.pdf

November

None

12/10/2018

2221_September2018Meeting_SignIn_Agenda_Minutes.pdf

September

Developed

10/25/2018

18.19-SAC-ByLaws.pdf

September

SAC ByLaws

10/15/2018

Committee-Membership-2018-2019.pdf

September

None

10/15/2018

SAC_SAF-Meeting_18_19.pdf

July

None

7/19/2018

 


 

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?

As a small community of learners, Atlantic Technical College and Technical High School has achieved outstanding results.  In the 2017-2018 school year the percent of students scoring satisfactory or higher:  Reading 92%, Math 91%, Science 96%, and Social Studies 98%.  In both ELA and Math, 64% of our students made learning gains and of the lowest 25th percent, 75% achieved gains.

An area we will focus on for improvement will be in the areas of learning gains.

 

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?

Atlantic Technical College and Technical High School, with an increase in the number of students on free and reduced lunch, moved up from Band 5 to Band 4.  Currently ATC is ranked third out of fifty-nine schools in SES Band 4 and only 31 points separate us from being at the top of the Band.  Through our focused and authentic professional learning communities (PLC), Atlantic Technical College and Technical High School will continue our study of high-yield strategies that improve student achievement, particularly in learning gains for both reading and math.

 

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

Analyzing test data is critical to improving achievement as it identifies areas of the curriculum that need to be improved as well as identify students who, given a bit more individual attention, will increase their scores and learning gains.  PLC activities will concentrate on the effective use of technology in helping students to achieve.  Atlantic Technical College and Technical High School will continue after school tutoring sessions for all subject areas and provide review sessions for Advanced Placement and courses with a state administered end-of-course exam.  Additionally, a school-wide focus on SAT and/or ACT preparation has been implemented throughout ATC in multiple subject areas.

 

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

ATC utilizes several progress monitoring tools.  From the state, we use data from the Florida Standards Assessments and the End of Course Exams.  The ELA data is collected once per year but since we are on a block schedule, the rest are assessed twice per year.  Additionally, ATC employs Khan Academy which is linked to specifics for each student.  Using the student results, Khan Academy adapts and tailors individual lessons to meet the unique needs of the individual.  Students are given instructional videos and then opportunities to practice.  Classroom teachers monitor students weekly to address deficiencies and provide help.

 

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

A partnership between ATC’s certified school counselors and classroom teachers proves to be the best vehicle for insuring fidelity for our students not progressing.  Classroom teachers use strategies to assist students in reaching school and District goals.  If these are not effective, a report is created in BASIS and a new strategy is employed.  The counselors meet with students to discuss any barriers to success.  Parents are included in the discussion at every step.  If there is no improvement, then the student is referred to the RtI process.

 

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)?

Classroom teachers at ATC utilize the UDL framework in their classrooms.  Instruction is delivered in multiple channels such as discussion, readings, digital media, and multimedia presentations to support the various ways individuals learn. Students have many different opportunities to demonstrate their understanding including traditional tests, papers, art, multimedia presentations or recordings.  Classroom practices include multiple means of engagement to support affective learning through activities such as collaborative learning, instructional games and simulations, and real and virtual tours.

 

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

All students at ATC participate in a Florida Standards based curriculum through research-based practices, flexible groups are utilized to differentiate instruction, and with frequent monitoring of progress.  Through classroom observations and walk-throughs, artifacts provide evidence that the Tier 1 Standards-Based classroom instruction is being implemented including:  room set-up, posted rules, instructional bulletin boards, unit plans, standard posted for lesson, word/vocabulary walls, resource bins, teacher feedback (verbal & written), formative and summative assessments, rubrics, peer feedback, and the use of student data 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?

Atlantic Technical College & Technical High School utilizes the instructional materials provided by the District.  To ensure access to informational text, every student enrolled in a course can have a physical textbook at home, and those same texts are available online through the District portal.  Students enrolled in World History are given a membership to the New York Times Upfront magazine, which provides exposure to current events.  Teachers also make use of online programs such as Math Nation, Vocabulary.com, Newsela, and Khan Academy lessons that are directly tied to student performance on the PSAT and rSAT.

 

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

ATC will help students develop social and emotional competence through several types of approaches. These include (1) infusing SEL in teaching practices to create a learning environment supportive of SEL, (2) infusing SEL instruction into an academic curriculum, (3) creating policies and organizational structures that support students’ social and emotional development, and (4) directly teaching SEL skills in free-standing lessons. SEL programming can happen in the context of regular curriculum and instruction activities, but it can also take place through activities such as health promotion and character education, or through prevention efforts such as those that target violence, substance use, or dropout.  Students receiving quality SEL instruction have:
· Better academic performance: achievement scores an average of 11 percentile points higher than students who did not receive SEL instruction.
· Improved attitudes and behaviors: greater motivation to learn, deeper commitment to school, increased time devoted to schoolwork, and better classroom behavior.
· Fewer negative behaviors: decreased disruptive class behavior, noncompliance, aggression, delinquent acts, and disciplinary referrals.
· Reduced emotional distress: fewer reports of student depression, anxiety, stress, and social withdrawal.

 

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

The SEL Core Competencies are: 
* Self-awareness: recognizing and labeling one's feelings and accurately assessing one's strengths and limitations.  

* Self-management: regulating emotions, delaying gratification, managing stress, motivating oneself, and setting and working toward achieving goals.  
* Social awareness: showing empathy, taking others' perspectives, and recognizing and mobilizing diverse and available supports.  
* Relationship skills: clear communication, accurate listening, cooperation, nonviolent and constructive conflict resolution, and knowing when and how to be a good team player and a leader.  
* Responsible decision making: making ethical choices based on consideration of feelings, goals, alternatives and outcomes, and planning and enacting solutions with potential obstacles anticipated

Research on SEL implementation suggests that the most effective strategies include four elements represented by the acronym SAFE: (1) Sequenced—connected and coordinated activities to foster skills development; (2) Active—active forms of learning to help students master new skills; (3) Focused—containing a component that emphasizes developing social and emotional skills; and (4) Explicit—targeting specific social and emotional skills. 

 

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

School-wide, ATC has created a team for the long-term implementation of SEL.  This team has a plan with goals, and an action plan to work towards achieving them.  To support SEL, there are several CASEL recommended, interrelated activities to use.  They are best organized into cycles with frequent checks and we understand that it will most likely require more than the current school-year to bring to fruition. Factors such as the history and present status of SEL-related programming, staff knowledge of SEL, school climate, sociodemographic factors, leadership style and history, and current mandates and priorities, as well as the school's capacities, will determine the timing and sequencing of these activities. 

Activity 1: Build a school infrastructure that can support SEL.
Activity 2: Assess how well-coordinated your school's SEL programs are.
Activity 3: Assess your school's culture and climate.
Activity 4: Articulate shared values, themes, and essential life habits. 
Activity 5: Provide consistent and ongoing opportunities for students to practice SEL skills. 
Activity 6: Improve faculty readiness to teach SEL.
Activity 7: Connect to those who are walking the walk.

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Extended Learning Commons hours to provide access to online resources and applications for students who may not have computer or internet access at home. Vicky LaPorte/ Media Specialist 5/30/2019
School-wide PLCs that focus on high-yield instructional strategies and sharing best practices to improve student achievement. Vicky LaPorte/ HS Department Heads/ Classroom Teachers 5/30/2019
AEP/ AP Refresh/ EOC Tutoring/ In-class SAT Prep/ Khan Academy Vicky LaPorte, AEP Instructors, Classroom Teachers College Board Training, Canvass Platform, Khan Academy, High Yield Strategies
Monitor and support students and parents through internal tracking (attendance, grades, credits earned and college readiness), provide AEP sessions and enrichment opportunities, conferences, and seminars. Vicky LaPorte/ BRACE Advisor/ Certified School Counselors/ AEP Instructors 5/30/2019
Extended Learning Commons hours to provide access to online resources and applications for students who may not have computer or internet access at home. Vicky LaPorte/ Media Specialist 5/30/2018
Industry certification prep and reimbursement Neeta Rancourt/ CTE Advisor/ Technical Program Teachers 5/30/2019 $2,000.00
Employability Handbook Nicole Willis, Job Placement 5/30/2019 $2,600.00
School-wide PLCs that focus on high-yield instructional strategies and sharing best practices to improve student achievement. Vicky LaPorte/ HS Department Heads/ Classroom Teachers 5/18/2019
Monitor and support students and parents through internal tracking (attendance, grades, credits earned and college readiness), provide AEP sessions and enrichment opportunities, conferences, and seminars. Vicky LaPorte/ BRACE Advisor/ Certified School Counselors/ AEP Instructors 5/30/2019
AEP/ AP Refresh/ EOC Tutoring/ In-class SAT Prep/ Khan Academy Vicky LaPorte/ AEP Instructors/ Classroom Teachers 5/30/2019 College Board Training, Canvass Platform, Khan Academy, High Yield Strategies

BPIE Files

File Name Uploaded Date
ATC_BPIE_2015_Final.pdf 10/12/2018