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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

Young, Walter C. MS (3001)

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

Walter C. Young Middle School Professional Learning Community

Thursday

8/23/2018 - 3/28/2019

8:10 AM - 8:55 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: 8/7/2019)

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

386

7.30

14.20

0.50

29.40

9.30

07

393

7.10

15.30

7.40

22.50

11.70

08

396

11.40

13.10

3.30

16.60

9.30

 

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

  • Computer lab open in the mornings for remediation
  • Free peer tutoring before school by National Junior Honor Society members
  • High school UTAP students tutor identified students
  • Remediation/re-teaching during elective periods
  • Implement attendance strategies if these are indicated
  • RTI
  • FSA/EOC camp
  • Discussing students at bi-monthly CPST meetings
  • Discussing specific student needs with the teachers.
  • Struggling Reading and Math Charts are used to provide specific interventions. 
  • Referrals to outside agencies are made on an as-needed basis to ensure that students are provided with support in all areas of need, across both the school and the home settings.
  • Peer Tutoring
  • Numerous teachers are volunteering to conduct additional academic assistance
  • Struggling students are being pulled from their elective class in order to obtain additional academic instruction.
  • PLC meetings to disaggregate student data in order to target students nor meeting proficiency
  • Teacher/student conferences 
  • Monthly Common Formative Assessments

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Thursday

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

8/23/2018 - 5/30/2019

9:00 AM - 3:30 PM

Thursday

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

8/30/2018 - 5/30/2019

9:00 AM - 3:30 PM

 

School Counseling Plan File

File Name Upload Date

School_Counseling_Plan.pdf

10/19/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

SEL-PLAN-WALTER-C-YOUNG_2018_2019.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.

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-Meeting-Minutes-May-14--2019.docx

June

Monitored

6/13/2019

SAF_May_Sign_In.pdf

June

Monitored

6/13/2019

SAF-Meeting-Minutes-April-9.docx

June

Monitored

6/13/2019

SAF_APR_Sign_In.pdf

June

Monitored

6/13/2019

SAF-Meeting-Minutes-March-12--2019.docx

June

Monitored

6/13/2019

SAF_MAR_Sign_In.pdf

June

Monitored

6/13/2019

SAF-Meeting-Minutes-February-12--2019.docx

June

Monitored

6/13/2019

SAF_FEB_Sign-In.pdf

June

Monitored

6/13/2019

SAF-Meeting-Minutes-January-8--2019.docx

June

Monitored

6/13/2019

SAF_Jan_Sign_In.pdf

June

Monitored

6/13/2019

SAF-Meeting-Minutes-December-11--2108.docx

December

Monitored

6/13/2019

SAF_DEC_Sign_In.pdf

December

Monitored

6/13/2019

SAF_OCT_Sign_In.pdf

October

Monitored

6/13/2019

SAF-Meeting-Minutes-October-9---2108.docx

October

Monitored

6/13/2019

SAF_Sept_Sign_In.pdf

June

Monitored

6/13/2019

SAC_MAY_Agenda.doc

May

Monitored

5/15/2019

SAC_May_Guest_Sign_In_Sheet_5_14.pdf

May

Monitored

5/15/2019

SAC_May_Sign_In_Sheet_5_14.pdf

May

Monitored

5/15/2019

SAC_MAY_Agenda.doc

May

Monitored

5/15/2019

SAC_May_Minutes_5_14.docx

May

Monitored

5/15/2019

SAC_March_Sign_In_Sheet.pdf

April

Monitored

4/15/2019

SAC_March_Guest_Sign_In_Sheet.pdf

April

Monitored

4/15/2019

SAC_April_Minutes_Meeting-4-9-19.docx

April

Monitored

4/12/2019

SAC_April_Sign_In_Sheet.pdf

April

Monitored

4/10/2019

SAC_April_Guest_Sign_In_Sheet.pdf

April

Monitored

4/10/2019

SAC_APR_Agenda.doc

April

Monitored

4/10/2019

A+Ballot.docx

December

Monitored

1/31/2019

MID-YEAR-REFLECTION-FORM_2018_2019.docx

January

Monitored

1/9/2019

Jan_8_SAC_Guest_Sign-In_Sheet.pdf

January

Monitored

1/9/2019

Jan_8_SAC_Sign-In_Sheet.pdf

January

Monitored

1/9/2019

SAC_JAN_Agenda.doc

January

Monitored

1/9/2019

Recognition_Funds_Sign_In_Sheet_2018_2019.pdf

December

Monitored

12/21/2018

Recognition_Funds_Results_2018_2019.pdf

December

Monitored

12/21/2018

Dec_11th_SAC_Agenda.doc

December

Monitored

12/12/2018

DEC_11_SAC_Sign_In_Sheet.pdf

December

Monitored

12/12/2018

DEC_11_SAC_Guest_Sign_In_Sheet.pdf

December

Monitored

12/12/2018

Committee-Membership.html

November

None

11/16/2018

Oct_9_SAC_Guest_Sign_In_Sheet.pdf

October

Monitored

10/18/2018

Oct_9_SAC_Sign_In_Sheet.pdf

October

Monitored

10/18/2018

Oct_9_SAC_Agenda.doc

October

Monitored

10/18/2018

SAC_Oct_Meeting-10-09-18.docx

December

Monitored

10/18/2018

Sept_SAC_Meeting-09-11-18-(1).docx

October

Monitored

10/3/2018

SAC_ByLaws_2018_2019.pdf

October

Monitored

10/3/2018

Sept_SAC_Meeting-09-11-18-(1).docx

September

Monitored

9/14/2018

Sept_Guest_Sign_In_Sheet.pdf

September

Monitored

9/12/2018

Sept_Sign_In_Sheet.pdf

September

Monitored

9/12/2018

SAF_BYLAWS.pdf

September

SAF ByLaws

9/12/2018

Sept_11_SAC_Agenda.doc

September

Monitored

9/11/2018

SAF_Meeting_Dates_2018_2019.doc

July

Monitored

7/22/2018

SAC_Meeting_Dates_2018_2019.doc

July

Monitored

7/22/2018

 


 

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?

 The school ensures the classroom of instruction is aligned to grade level Florida Standards by using monthly common formative assessments (CFA) linked to the Florida LAFS  to monitor students proficiency. In addition, the reading basal used in ELA classes are constructed around the Florida Standards. The evidence collected is a common formative assessment and through the professional learning communities (PLC) teachers disaggregate data and look at strengths and weaknesses in order to inform and direct lesson planning.

 

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?

The BEST practice scaled up to improve teaching and learning in order to increase performance within the ESE band is critical thinking/ comprehension wih a focus on standards based instruction to better monitor students will increase students achievement. 

 

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

The BEST practice will be scaled up by implementing and utilizing performance tasks and monthly CFA to foster formative assessments in order to depict the strengths and weaknesses of students. In addition, BEST Practices will be scaled up by interpreting relationships among those new concepts, citing evidence, and utilizing active depth of knowledge stem questions to foster reading comprehension skills so that students' high order thinking skills will be stimulated, and monitor data to make sure effective individual instruction to compare their specific data and differentiate instruction.

 

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

We collect monthly common formative assessment data to monitor students. In addition, the results are part of professional learning community discussion on a weekly basis to look at strengths and weaknesses per class period.  

 

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

The school will ensure the fidelity of students by dissagregating CFA, FSA and FAIR Data to look at specific individual student needs. CFA template use monthly also collects proficiency of skills per class period. In addition, in our weekly PLC meetings teacher discuss individual student progress.

 

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)?

The school ensures instruction is accessible to all learners by having common planning, professional learning communities, and professional development training for Effective UDL. 

 

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

The school ensures TIER 1 standards based instruction by having common planning and weekly professional learning Communities. 

 

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 uses Collections, NATGEO Inside, Performance and Support Coach books, Acheive 3000, and NEWSELA. For math we use the Go Math series and have supplemental programs like imagine math and Khan Academy. Teachers use common planning to coordinate, plan and share best instructional practices to ensure students have a balance of literary and informational text as well as mediums. All teachers a computer cart with a class set of computers in order to expose students in becoming  college and careers ready.   

 

Please complete this section based on 2018-2019 end-of-year results.
Instructional Implications: Discuss the success of specific strategies/activities and provide a rationale as to why those academic improvements occurred as a result of those strategies.

After reviewing the data from the 2018-2019 school year Walter C. Young foresees the followng instructional implications: 
 
Specific activities that provide academic improvements will re-align PLCs to include common formative assessments that are aligned to the ELA Florida Standards to better monitor student progess in order to be able to remediate and enrich students.In addition, teachers will review and analyze student data to determine whether classroom instruction is effective as well as ultilize common formative assessments to make adjustments as needed to maximize student achievement specifically targeting the ESE population. Through the implementation of additional technology resources, remediation strategies and support teachers we are scaling up BEST practices. The FSA results clearly depicted we needed to improve instructional practices for our ESE students as we did not meet the ESSA goal of over 40% of our ESE subgroup ataining proficiency on the FSA. Moreover, the leadership and administrative teams discussed with the department specific barriers of success. WIthin the data dicussions it was determined that we needed to improve the ESE subgroups and continue to support reading through the content area. 

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Sharing Best Practices and filing in the student achievement gaps through weekly PLCs. Teachers, Administrators, and Support Staff 5/30/2019

BPIE Files

File Name Uploaded Date
BPIE-2018-2019-(WCY-3001)-April_30.pdf 4/30/2019
BPIE-2018-2019-(WCY-3001)-April_30.pdf 4/30/2019
BPIE-(WCY)-2017_2018.pdf 10/19/2018