Select School Year |
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School Improvement Plan (SIP) |
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The School Improvement Plan (SIP) is a live document that is subject to change based on School Advisory Council (SAC) recommendations.
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School Name |
Whiddon-Rogers Education Center (0452) |
School Year |
2018 - 2019 |
School Grade (2017 - 2018) |
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Executive Summary |
Download/View Executive Summary
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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.
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PLC Name |
Day(s) of Week |
Week(s) of Month |
Start/End Dates |
Start/End Times |
Grade |
Professional Learning Calendar |
Wednesday
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1st
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4/4/2018 - 4/4/2018
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11:45 AM - 2:30 PM
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7, 8, 9, 10, 11, 12
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Professional Learning Calendar |
Thursday
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1st
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3/7/2018 - 9/7/2018
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11:45 AM - 2:30 PM
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7, 8, 9, 10, 11, 12
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Professional Learning Calendar |
Thursday
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1st
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2/7/2018 - 2/7/2018
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11:45 AM - 2:30 PM
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7, 8, 9, 10, 11, 12
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Professional Learning Calendar |
Thursday
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1st
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1/10/2018 - 1/10/2018
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11:45 AM - 2:30 PM
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7, 8, 9, 10, 11, 12
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Professional Learning Calendar |
Thursday
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1st
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12/6/2018 - 12/6/2018
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11:45 AM - 2:30 PM
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9, 10, 11, 12
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Professional Learning |
Thursday
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1st
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11/1/2018 - 11/1/2018
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11:45 AM - 2:30 PM
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9, 10, 11, 12
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Professional Learning Calendar |
Thursday
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1st
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10/4/2018 - 10/4/2018
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11:30 PM - 2:30 PM
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9, 10, 11, 12
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Professional Learning Calendar |
Thursday
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1st
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9/6/2018 - 9/6/2018
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11:30 PM - 2:30 PM
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9, 10, 11, 12
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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.
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Graduation/College and Career Readiness (Early Warning Indicators)
Data For: 2017-2018 (Last updated: 9/18/2019) |
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 |
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N/A
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N/A
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N/A
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N/A
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N/A
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07 |
10 |
6.00
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6.00
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4.00
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6.00
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7.00
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08 |
100 |
46.00
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52.00
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28.00
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77.00
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61.00
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09 |
51 |
38.00
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26.00
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2.00
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17.00
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36.00
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10 |
85 |
75.00
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43.00
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5.00
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16.00
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54.00
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11 |
240 |
197.00
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108.00
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4.00
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56.00
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120.00
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12 |
546 |
448.00
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111.00
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5.00
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87.00
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346.00
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Describe all intervention strategies employed by the school to improve the academic performance of students identified by the early warning system.
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RtI Team Meeting Schedule
Day(s) of Week |
Week(s) of Month |
Start/End Dates |
Start/End Times |
Wednesday
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2nd, 4th
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9/26/2018 - 5/15/2019
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9:30 AM - 11:00 AM
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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.
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Self-Assessment Ratings
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Accreditation Standard |
Overall Rating |
Purpose and Direction |
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Governance and Leadership |
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Teaching and Assessing for Learning |
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Resources and Support Systems |
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Using Results for Continuous Improvement |
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Explain the activities in which your school will participate to increase your overall rating. Include specific details.
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No Evidence/Artifacts
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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.
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SAC Upload Center
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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.
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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?
Reading is the content area that was selected to ensure students are achieving proficiency. For the 2017 FSA/ELA , 83 students were tested and 1.67% of those tested met mastery, scoring a 3.6 achievement level.
Proficiency was greatly noticed within the middle school subgroups. Black female students demonstrated an average mastery increase of 1.98% and black males demonstrated a 1.74% increase.
In order to improve in this critical area we will focus on improving student achievement in Reading, Language Arts and English classes.
For the 2017 PERT assessment, 243 students were tested and 63% met their Algabra I high school graduation requirement. Of that amount 37% passed on their first attempt.
The PERT plays an integral role in assisting our students in meeting the EOC graduation requirement.
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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 best practices are focused on FSA Reading and EOC Algebra 1 which is the standard test required for graduation. As an alternative center we work with the students to complete their credits Reading and Math as part of their content areas in which we can ensure students are achieving proficiency. We Use FSA practice Test for Do Now assignments, Achieve3000 allow for stretch articles for rigorous texts, and chunking.
In Math, We scale-up our teaching efforts to improve our students PERT assessment. This formal assessment plays an integral role in assisting our students in meeting the EOC graduation requirement. In order to accomplish this we ensure classroom pull-outs and test prep classes are administered.
We are scaling-up our teaching practices in the Career and Technical Education (CTE) classes in order to move our students into a specific career track, complete their credits and give them an opportunity to learn skills toward Post Secondary education. Teachers use online test prepartion on GMetrix.net and pull-outs for certification test preparation classes which ensure student success.
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Describe in detail how the BEST Practice(s) will be scaled-up.
The BEST Practices will be Scaled-up with Differentiation of Instruction and Gradual Release within our classrooms. The Coachs will also be pulling out specific students who need additonal help or guidance.
The teachers have also been trained and expected to be using Technology, smartboards, Recordex and instructional websites such as NewsELA and Amazoninspire.com.
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What specific school-level progress monitoring data is collected and how often?
At Whiddon-Rogers we conduct Quarterly Department Audits in order to monitor data on school-level progress. The audits are completed by the Reading, Math, Science, Career and Technical Education as well as our Guidance Department an presented to the administrive staff. The Guidance audit will also include the number of graduates, certificates of completion, students returning to home school, referred to other programs, promotions, enrollment, and other related data. Overall, the Audits include the Department Leadership Outlook, Personnel, Operations, Curriculum. Within common planning teachers, discuss department data for credits, grades, attendance, standardized tests.
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How does the school ensure the fidelity of students not progressing towards school and district goals?
Through our Department Audits and common planning time we collaborate with our stakeholders to esure the fidelity of our students are progressing towards the school and district goals. The Audits have increased curriculum alignment within the district and our classrooms. The common planning time has allowed our teachers to increase their interdisciplinary lesson plans and collaborate on students progress toward graduation.
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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 administrative team ensures classroom instruction is accessible to all students using UDL by monitoring the Department Audits and completing classroom walk-thrus. They also enure the teachers are attending District department meetings, up-to-date on state standards, curriculum and the use of focus calendars. Teachers receive. Professional development on interdisciplinary lessons, differentiated instruction, ESE and ESOL strategies in order to share their best practices. Each department supports FSA, PERT, EOC, ACT/SAT, and other test preparation using focus calendars throughout the year coordinated by the department heads.
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How does the school ensure Tier 1 Standards-Based classroom instruction is being implemented properly and effectively?
Tier I instruction is delivered by whole group explicit instruction and then small group instruction with levels of differentiation: on-level instruction, re-teaching for struggling students, and extensions for advanced students. This instruction is monitored by department with the department head coaching and administrative walk-thrus.
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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?
Teachers and students to class sets of books and other supplemental material based on their course curriculum. Teachers also use internet websites to enhance instruction such as Achieve3000 which allows the teacher to differentiate reading text with a students lexile level.
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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.
The strategies and activites utilized were differentiated instruction, coach's pullouts, blended learning within the classroom and purchased Burlington English to help increase students achievement. As of results, there were increases in Math, ELA with the Level 1 students from 89.6% to 94.9% which is a 5% increase.
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Strategies & Activities
Strategies |
Persons responsible |
Deadline |
Professional Development |
Budget |
Authentic Professional Learning Communities, RtI Meetings to support strugglinge Social-Emotional Learners, and Monthly Curriculum council meetings. |
Assistant Principal, professional learning facilitator, RtI Liaison, and Reading/English Coach |
6/3/2019
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Social-Emotional Learning, CARE Cycle, Marzano's Instructional Strategies, Professional Learning Goals and Scales, and Learner Centered Principles. |
$10,500.00
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BPIE Files