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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

Tequesta Trace MS (3151)

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

SCIENCE 8

Thursday

1st, 2nd, 3rd, 4th

8/20/2018 - 6/3/2019

8:10 AM - 8:50 AM

8

SCIENCE 7

Tuesday

1st, 2nd, 3rd, 4th

8/20/2018 - 6/3/2019

8:10 AM - 8:50 AM

7

SCIENCE 6

Monday

1st, 2nd, 3rd, 4th

8/20/2018 - 6/3/2019

8:10 AM - 8:50 AM

6

US HISTORY 8

Wednesday

1st, 2nd, 3rd, 4th

8/20/2018 - 6/3/2019

8:10 AM - 8:50 AM

8

CIVICS 7

Thursday

1st, 2nd, 3rd, 4th

8/20/2018 - 6/3/2019

8:10 AM - 8:50 AM

7

WORLD HISTORY 6

Wednesday

1st, 2nd, 3rd, 4th

8/20/2018 - 6/3/2019

8:10 AM - 8:50 AM

6

MATH 8

Thursday

1st, 2nd, 3rd, 4th

8/20/2018 - 6/3/2019

8:10 AM - 8:50 AM

8

MATH 7

Tuesday

1st, 2nd, 3rd, 4th

8/20/2018 - 6/3/2019

8:10 AM - 8:50 AM

7

MATH 6

Monday

1st, 2nd, 3rd, 4th

8/20/2018 - 6/3/2019

8:10 AM - 8:50 AM

6

ELA 8

Thursday

1st, 2nd, 3rd, 4th

8/20/2018 - 6/3/2019

8:10 AM - 8:50 AM

8

ELA 7

Tuesday

1st, 2nd, 3rd, 4th

8/20/2018 - 6/3/2019

8:10 AM - 8:50 AM

7

ELA 6

Tuesday

1st, 2nd, 3rd, 4th

8/20/2018 - 6/3/2019

8:10 AM - 8:50 AM

6

STUDENT SUPPORT

Monday

1st, 2nd, 3rd, 4th

8/20/2018 - 6/3/2019

8:10 AM - 8:50 AM

6, 7, 8

READING

Thursday

1st, 2nd, 3rd

8/20/2018 - 6/3/2019

8:10 AM - 8:50 AM

6, 7, 8

ELECTIVES

Thursday

1st, 2nd, 3rd, 4th

8/20/2018 - 6/3/2019

8:10 AM - 8:50 AM

6, 7, 8

COMMUNICATIONS

Tuesday

1st, 2nd, 3rd, 4th

8/20/2018 - 6/3/2019

8:10 AM - 8:50 AM

6, 7, 8

ESE/SVE

Tuesday

1st, 2nd, 3rd, 4th

8/20/2018 - 6/3/2019

8:10 AM - 8:50 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

523

10.50

5.70

0.40

11.50

4.80

07

594

16.20

6.60

0.80

8.40

5.40

08

563

18.50

6.00

0.40

9.90

5.50

 

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

Intensive reading classes for level 1 & 2 readers
Speech and Debate for 6th graders not in reading classes. 
Addition of different electives that may increase interest in students:
     Thinking Skills
     Digital Learning
     Speech and Debate
     Robotics
     Climitology
     Coding
     Health/Nutrition
Recovery contracts for students have not met course requirements - every 9 weeks
Peer Tutoring through the Peer Counseling class - Push-in and Pull-out model
Wednesday Morning tutoring by Junior Honor Society and Peer Counselors with 2 teachers who volunteer to
monitor and organize
Guidance assistance in organizational skills, time management, daily/ weekly monitoring of grades and work
completion
Tutoring resources
Daily checklists, visual schedules, weekly assistance from ESE/ESOL support staff
ESE Support Model - Push-in with regular schedule to increase assistance for ESE Inclusion Students.

Positive behavior interventions with tangible rewards
Increased parent contact
Small group reinforcement of skills
Dedicated ESOL support pull-out system
Student Support PLC targets low performing students with intervention strategies such as mentoring, teacher consultation and parent contact.
Purchase of Acieve 3000 for Reading

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Tuesday

2nd, 4th

8/28/2018 - 6/3/2019

9:15 AM - 12:00 PM

 

School Counseling Plan File

File Name Upload Date

TTMS-GUIDANCE-PLAN-2018.pdf

9/14/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

TTMS_SEL-Action-Plan-2018-(2).docx

10/9/2018

 


 

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

3151_SAC-MEMBERSHIP.pdf

October

None

10/25/2018

3151_SEPT2018_MINUTES.docx

September

Developed

10/24/2018

APLUSPROPOSAL1718ballot.doc

October

A+ Funds

10/24/2018

3151_101018SAFSACAgenda.docx

October

A+ Funds

10/24/2018

TTMS_SAC-ATTEND-10102018.pdf

October

Monitored

10/24/2018

TTMS_SAC-ATTEND-9122018.pdf

October

Developed

10/24/2018

3151_592018_MINUTES.docx

September

Monitored

9/14/2018

3151_091122018_3151_BYLAWSTTMS_1819.docx

September

SAC ByLaws

9/14/2018

3151_09122018_SACAgenda.docx

September

Monitored

9/14/2018

3151_20182019_SAC-MEETING-DATES.docx

May

None

5/11/2018

 


 

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 selected Math as one of our content areas to focus on, since we did not meet our SIP goals in this subject area last year.  We also noticed an overall decline in scores for our 6th and 7th grade groups. The Mathematics department chair will lead the work towards teacher understanding of the mathematical shifts. 
The department chair will serve as a resource or guide for the teachers through department and PLC meetings.
The administrator in charge of Math will measure and track the progress of the Mathematical shifts through classroom visits and iObservation.

ELA
An increase in the integration of reading, writing, speaking, and listening skills/standards with social studies and science text. Continued work on text-based evidence when answering quesitons across the curriculum.



 

 

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?

MATH
We will be utilizing the new IPG (Instructional Practice Guide for Math) to better address the standards as it relates to rigor, focus and coherence within our activities and lessons.

SOCIAL STUDIES
Offering summaries of the chapter in Spanish, Enrichment and remediation, increase reading (complexity) across the curriculum to increase ELA achievements.  Offering timely feedback after CFA’s and showing students their progress.  Periodic check ins with students about progress or areas of concern.

ELA
Literacy Coach work within PLCs to ensure LAFS Reading Standards for Literacy in History and Social Studies are strengthened for support within our SS department. Bring district trainers to our SS PLC groups to train teachers of literacy strategies to use with their students.
Literacy Coach and Teachers work within ELA PLCs sharing Best Practices to strengthen the above named Writing and ELA standards/categories. Teachers will share strategies.

Best practices are discussed at weekly PLC meetings which include members of the ESE and ELL team.


 

 

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

MATH Teachers will be working in their PLCs to discuss the “Unwrapped” standards addressed in each unit of study. They will also reference the standard in their “Test Item Specification” and “Lessons Learned” report provided by the district.  Math teachers will work together to create lessons and activities that address the level of rigor required by each specific standard and will make sure to follow the FOCUS of the grade level.

SOCIAL STUDIES
Working closely with the ELA department to improve/increase usage of strategies of complex/required texts, by using key terms and guided readings for basic understanding of common core standards.  Within the department common planning, data chats, CFA’s, modeling/sharing best practices. Sharing best practices, closely monitoring struggling students for their strengths and weaknesses to ensure remediation in the areas of weakness.
ELA
To begin with, the administration team and leadership team will be introduced to our Core Action plan during preplanning/beginning of school year. Then, information should be shared with teachers through whole group and then small group PLC. District liaisons should be utilized to assist with our implementation process. Monitoring through department chairs, administration and literacy coach should continue with fidelity throughout the school year.
In regard to drop in Lowest 25%, Lit Coach is sharing the DWH report of lowest 30% to ALL PLCs. Teachers are instructed to use seating chart annotations, etc. to help focus on this population.

 
 

 

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

MATH
Math teachers will be administering a short formative assessment at the beginning of each unit of study.  Either by using USA test prep, CANVAS exploration activities, Performance Tasks, and or other Warm up activities, and teacher observations to gauge student present level of performance.  Students will be re-assessed after the unit has been taught.  Data will then be collected and compared to determine if learning gains were made and if remediation and/or enrichment is necessary.

SOCIAL STUDIES
7th grade: Civics EOC scores increased from a 82%proficient to 83% proficiency.
ELA
The literacy coach will meet with content department chairs at the end of each quarter. Using feedback and artifacts from the department chairs, progress will be monitored and discussed.
 
 
 
 

 

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

Fidelity is ensured by the classroom teacher.  Those students not progressing towards the school goal are given remediation activities through HRW (our online textbook resources) as well as USA test prep, and Khan academy.

Through classroom walkthroughs, informal observations, and formal observations, administrators will track teacher progress multiple times across the school year. Administrators meet individually with teachers or the instrument itself will provide immediate feedback on 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)?

 In addition to using Literacy strategies embedded in our daily classwork, the ELA teachers are differentiating in their planning to prepare lessons to meet the learning needs and styles of all students.  Best practices are discussed at weekly PLC meetings which include members of the ESE and ELL team. Departments also are using complex texts from a variety of sources including the Social Studies Sharepoint bank of information, as well as Scholastic magazines, Upfront New York Times Newsela, Brain Pop, Computers in the classroom, cnn.com/current events and Icivics.org.

 

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

Each teacher will track their own progress, weekly, through their PLC meeting.
Administration will track teacher progress through classroom visits and iObservation.

 

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?

Texts for core programs include the district-approved textbooks which students have online access. Supplemental texts include novel sets used in the ELA, Science, and SS classrooms as interdisciplanary studies across the Cambridge curriculum. Additionally, ELA teachers use supplemental novels as they participate in Socratic Seminars. The PTA provides funds for our school subscriptions which include NY Times Upfront, Scholastic Scope, ScienceWorld, Jr. Scholastic, Scholastic Art, Scolastic Math. The use of online text sources and programs is prevelant in all classes. For intervention, our school uses Achieve 3000.

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
HIRE CLERICAL PAUL MICENKSY 10/3/2018 NONE $8,000.00
MORNING TUTORING LAURIE MANNING/LISSY CORDOVES 6/10/2019 NONE $2,500.00

BPIE Files

File Name Uploaded Date
TTMS-BPIE-2018.pdf 10/24/2018