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 |
Sheridan Technical College and High School (1051) |
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 |
Student Support/Research Exhibitions |
Wednesday
|
2nd, 3rd, 4th, 5th
|
9/26/2018 - 5/22/2019
|
1:45 PM - 3:00 PM
|
9, 10, 11, 12
|
12th grade team |
Wednesday
|
2nd, 3rd, 4th, 5th
|
9/26/2018 - 5/22/2019
|
1:45 PM - 3:00 PM
|
12
|
11th Grade Team |
Wednesday
|
2nd, 3rd, 4th, 5th
|
9/26/2018 - 5/22/2019
|
1:45 PM - 3:00 PM
|
11
|
10th Grade Team |
Wednesday
|
2nd, 3rd, 4th, 5th
|
9/26/2018 - 5/22/2019
|
1:45 PM - 3:00 PM
|
10
|
9th Grade Team |
Wednesday
|
2nd, 3rd, 4th, 5th
|
9/26/2018 - 5/22/2019
|
1:45 PM - 3:00 PM
|
9
|
|
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: 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 |
09 |
147 |
16.00
|
4.00
|
32.00
|
1.00
|
40.00
|
10 |
134 |
22.00
|
2.00
|
4.00
|
1.00
|
25.00
|
11 |
119 |
17.00
|
0.00
|
10.00
|
2.00
|
4.00
|
12 |
144 |
23.00
|
0.00
|
16.00
|
0.00
|
22.00
|
|
Describe all intervention strategies employed by the school to improve the academic performance of students identified by the early warning system.
Intervention strategies are based on a multi-tiered support system.
Guidance:
- Teachers identify and report academic concerns to grade level school counselors
- Teachers identify and report behavioral concerns including social skills, organizational skills, time management issues, conduct, acclimation to courses, and their overall health and well being.
- School counselors meet with struggling students and together create a plan to ensure progress towards course credit, credit recovery, raising their GPA, and fulfilling graduation requirements.
- Counselors schedule parent conferences to provide parents with the most current information regarding their child's academic and/or behavioral progress. They work with the parent to identify strategies that will provide the student the greatest success.
- Counselors work with teachers to facilitate small group learning in the Innovative Learning Center (ILC) to provide academic assistance.
- Counselors work with inside and outside agencies and other resources to assist STHS families (parents & students) with both academic and social needs.
RtI:
- Student history is reviewed to determine if their is a new or recurring issue.
- Attendance, discipline, academic history are discussed with guidance & teachers
Reading:Our school wide initiative is English Language Arts. As a school we would like to demonstrate learning gains in
- NoRedInk builds reading comprehension through leveled adaptive articles, real-time assessments and actionable insights, and the ability to self-monitor student progress. This program provides personalized leveled skill-building focused on writing skills.
- Vocabulary.com builds upon academic/SAT words. The program is adaptive and becomes more advanced as students progressively improve. It is cross-curricular and students have the ability to challenge themselves (self-monitor), their class, and the school on the district, state, and national level.
- MAP (Measures of Academic Progress) is given as a diagnotic assessment three times througout the year (fall, winter, spring) to monitor student progress. It is an adaptive assessment that focuses on reading comprehension and language usage. Teachers are able to provide differentiated instruction from the grouping that the assessment provides.
- S.E.L.A. (Success in English Language Arts) is our weekly tutoring session where 9th-11th grade students receive additional instruction and practice in reading comprehension, writing skills, and language usage. Twice a week, students receive an additional 90 minute block of ELA.
- Khan Academy for PSAT/SAT skill building, grades 9-12.
RIF (Reading Instructional Focus) the RIF was created to provide all teachers with a pacing guide that concentrates on specific skills aligned with the Florida State Standards.
|
RtI Team Meeting Schedule
Day(s) of Week |
Week(s) of Month |
Start/End Dates |
Start/End Times |
Thursday
|
2nd
|
9/6/2018 - 5/30/2019
|
8:00 AM - 10:00 AM
|
|
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
|
|
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
|
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?
Ranked 6th, with 6 averaged components, we are collaborating with two of the highest performing technical schools in Broward County in order to review their best practices/strategies in English and Mathematics for our own improvement within this band. We will focus on improving student achievement by 5% or more as measured by the new English Language Arts Florida Standards Assessment, End of Course Exams, AP Performance and Industry Certification Passage rates. This area was chosen to ensure student success for college, career and life after high school.
|
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 that we are scaling-up at our school to assure our school is the BEST performing school in our socioeconomic band will include continuing our End of Course/Advance Placement prep sessions in mathematics and other content areas. We will continue our school wide Professional Learning Communities that will focus on high yield instructional strategies to improve student achievement in reading and math. Additionally, we will continue our After School Tutoring Program, which is a whole child approach to increasing student achievement in all content areas by fostering a safe learning environment that will incorporate study skills, effective time management and tutoring.
|
Describe in detail how the BEST Practice(s) will be scaled-up.
The BEST Practices will be scaled-up by implementing the initiatives listed below.
- School-wide Professional Learning Communities will focus on Marzano's High Yield Instructional Strategies and the sharing of "Best Practices" to improve student achievement in reading and math.
- After School Tutoring Program, (SELA - Success in English Language Arts & Math Works!) which is a whole child approach to increasing student achievement in all content areas by fostering a safe learning environment that will address study skills, effective time management, and tutoring.
- Parent Seminars on various topics to support our parents and students throughout the school year. Seminar Topics: "Student Success Strategies: AP, PSAT, FOCUS and More," and "Financial Aid: What's New and What to Do?" and "Building a Bright Future Through Opportunities.”
|
What specific school-level progress monitoring data is collected and how often?
We utilize state and school progress monitoring tools. On the state level we utilize the Florida Standards Assessment and End of Course exams. Data from these two assessment tools are collected on a yearly basis. In addition, we utilize several tools on a schoolwide level. Our 9th and 10th grade students are utilizing a grammar program called No Red Ink. It is an adaptive and efficient program that focuses on improving grammar and writing skills. We are able to track the progress of students on a weekly basis. Students receive a diagnostic assessment of the skill, time to practice throughout the week, and finally a growth quiz that will show student's progress and compare their initial knowledge from their diagnostic assessment at the beginning of the week. To continue, our 9th-12th grade students are also utilizing Khan Academy (linked with College Board). Khan Academy is also a personalized, adaptive tool that offers practice exercises and instructional videos in various subject areas. Students utilize this program to practice and master SAT skills in Reading and Mathematics. They are given 30 minutes/week in each academic class to work. We receive a weekly report where we are able to assess the specific areas where students are deficient and provide some assistance. RIF (Reading Instructional Focus)
|
How does the school ensure the fidelity of students not progressing towards school and district goals?
Here at Sheridan Technical High School we work together as a team to ensure that all students work towards their individual goals. The Instructional Coach on campus has created a plan that allows time for students to work on these tools. During that time, teachers are monitoring students' work, and assisting students with questions. In addition, we partner with our parents and create goals for struggling students where we provide specific tutoring in subjects as an added block at the end of the day.
|
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)?
Sheridan Technical High school has 21st Century trained teachers that provide technological support such as teaching students collaboration and communication skills. The use of technology also provides for flexible presentation of learning materials. Students have the option to read or listen to information, watch videos, utilize text-to speech (when applicable) when learning topics. In addition, students are given a variety of learning opportunities. Classroom instructors provide hands-on and project based activities which contribute to the Universal Designs for Learning.
|
How does the school ensure Tier 1 Standards-Based classroom instruction is being implemented properly and effectively?
Administration completes classroom observations throughout the school year. During weekly PLCs, teachers come together to discuss the school initiative, lesson plans, and goals. During these meetings, teachers review the Reading Instructional Focus plan (which is standard based) and analyzing the assignments that are given in class. The Literacy coach assists with steering the lessons towards standard based instruction. In addition, vertical planning is done. Within the vertical planning teachers discuss standards that should be met before moving to the next grade level.
|
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?
The Collections Series is utilized in grades 9-12 as the core material in the classroom. The school has supplemental/intervention programs the is implemented in a daily basis. These programs include: Vocabulary.com, Newsela, Commonlit.org, and No Red Ink. These are not only literary based programs, but they contain cross curricular instructional materials as well. In addition, students have access to our ILC (Innovative Learning Center) where they have the ability to find information and literary works from various sources/authors. In addition, our Media Specialist provides learning opportunities within the classroom and demonstrates how to research and find a variety of mediums for literary words. The ILC is open for students on a daily basis, before, during and after school. Finally, we provide an additional 5th block of tutoring services provided by our faculty. Teachers instruct in core subject areas, including SAT prep during the school week, and come in on Saturdays to provide additional AP and EOC intensive sessions.
|
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.
STHS has complete success in improving ELA scores school wide. Our goal was to increase our ELA scores by 5% and we increased both critical areas: lowest 25% and learning gains. As a school, we increased student achievement through a single vision: grammar, vocabulary, and reading strategies. It was embedded in all PLC's and throughout all classroom academics.
|
|
Strategies & Activities
Strategies |
Persons responsible |
Deadline |
Professional Development |
Budget |
Mentoring to recognize and manage emotions, solve problems effectively and establish positive relationships with others. SEL provides direct instruction in skills that enable students to succeed in college, career and life by being responsible citizens and decision makers. |
Kenneth Rolle, Andie Segal, Pristine Pulley, Felicia Rattray |
6/4/2019
|
|
|
After School Tutoring & homework assistance |
Marisa Santana, Sandra Martin, Ozkan Keskinkaya, Rita Horton, Dineen Williams, Ruslan Tabachynsky, Esther Charles |
5/31/2019
|
|
$6,000.00
|
Working with Juniors and Seniors to prepare them for life after high school. Students work with teacher, mentors work with students. |
Mary Barba, Barbara DiAlberto, Pristine Pulley |
5/22/2019
|
|
|
|
BPIE Files