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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

Silver Lakes MS (2971)

School Year

2018 - 2019

School Grade
(2017 - 2018)

C

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

Reading Department Professional Learning Community

Wednesday

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

8/8/2018 - 5/15/2019

8:20 AM - 9:00 AM

6, 7, 8

Mathematics Department Professional Learning community

Tuesday

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

8/8/2108 - 5/15/2019

8:20 AM - 9:00 AM

6, 7, 8

English Language Arts Professional Learning Community

Monday

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

8/8/2018 - 5/15/2019

8:20 AM - 9:00 AM

6, 7, 8

Science Department Professional Learning Community

Wednesday

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

8/8/2018 - 5/15/2019

8:20 AM - 9:00 AM

6, 7, 8

Social Studies Department Professional Learning Community

Tuesday

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

8/8/2018 - 5/15/2019

8:20 AM - 9:00 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

245

11.80

31.40

2.40

36.70

21.20

07

269

16.70

34.90

7.80

34.60

26.80

08

241

20.70

28.60

5.80

34.90

21.60

 

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

Currently, at Silver Lakes Middle School there are numerous strategies implemented throughout the school to increase academic performance of students indentified by early warning indicators. For the 2016 - 2017 Silver Lakes has inherited many 6th graders who have been retained at least one time. In efforts to combat the influx, Silver Lakes has intergrated  Broward County's Social Emotional Learning (SEL) initiative that was adapted from Collaborative for Academic, Social and Emotional Learning (CASEL). The purpose of SEL is to teach our incoming 6th graders critical skills such as time management, problem solving, establishing positive relationships, managing thier emotions as well as how to be accountable for their actions. In addition to the implementation of SEL SLMS has also implementd TIER strategies to furter identify students who are most making adequate process in mastering the core standards. 

Moreover, Silver Lakes Middle School adpoted the RtI and the RTI:B process and implemented a strategic TIER intevention processes. TIER 1 is a whole group approach were all students receive high-quality, research based instruction, differentiated instructions to meet their needs, and are assessed on a periodic basis to montitor the effectiveness of the interventions. Tier 1 is implemeted across all disciplines and is practiced throughout the school. The TIER 1 strategies include adaptation of the a core curriculum, implementation of classroom behavior managment plans, parent conferences with follow-up results, peer mediation, student redirection, extended time, and differentiated instruction based on the needs of the learner. The goal of  Tier 1 strategies and instructions is to support all students in meeting both thier academic and behaviorial needs.

The TIER 2 process is more targeted specific, because it is based upon students identified that did not benefit or make adequate process from the implementation of TIER 1 intervention.  As a result, students that did not make adequate progress in the core curriculum are provided with increasingly intensive instruction. Based upon the students needs, direct instruction methods are implemented based in the students of levels of performance and rates of progress

Tier 1 academic stretegies include cooperative learning, core curriculum, direct instruction or tutoring, small group teaching, teacher modeling, student data chats, technology support programs, ESOL strategies, ESE accomodations as designated in the students IEP, educational Plans, gifted plans, 504 accomodations,multimodal presentations, comprehension checks, peer tutoring, organizational support such as planners (all students at SLMS recieve one), short term counseling, review of screening results (hearing and vision).

Tier 1 behavioral strategies include school wide behavior reinforcement, adaptation and  implementation of a shcool wide positive behavior plan, class-wide positive behavior reinforcement, class-wide verbal cues and non-cues, physical proximity, implementation of weekly progress reports, class wide behavior management system (CHAMPS), daily self-monitoring strategies, redirection, ignoring low level inappropraite behaviors, expected behaviors are clearly written and visible in classrooms. 

In additon, Silver Lakes Middle School has adapted the S.T.A.R.S. which nmuemonic for Safety, Tolerance, Accountability, Respect, Service which is a positive behavior system. The STARS initiative is supported by a curriculum that teaches students how to effectively act upon and improve in the outlined characteristics; those lessons are executed through the different discipline areas. In addition, Silver Lakes has received a grant from the Urban League of America for a program called School is Cool. School is Cool is a initiative that aims to strengthen the skills of middle school studentsas a wayto boost high school graduation rates and competitveness in Broward County . 

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Thursday

2nd, 4th

9/27/2018 - 5/30/2019

1:30 PM - 3:00 PM

 


 

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

SAC_SAF-NOV-2018-AGENDA-.doc

November

Monitored

4/22/2019

SAC_SAF-Nov.27-2018_Minutes-1.doc

November

Monitored

4/22/2019

SAC_SAF-Oct-23-2018_Minutes_REVISED.doc

October

Monitored

4/22/2019

SAC_SAF-Feb-26-2019_Minutes.doc

April

Monitored

4/22/2019

3-19-19-sign-in-sheet.pdf

March

Monitored

4/22/2019

2-26-19-sign-in.pdf

February

Monitored

4/22/2019

1-29-19-Sign-in.pdf

January

Monitored

4/22/2019

11-27-18-sign-in.pdf

November

Monitored

4/22/2019

SAC-ParentLetter_20182019.pdf-(1).docx

August

None

11/6/2018

SAC_SAF-Oct-9th-2018-Minutes.doc

October

Developed

11/2/2018

SAC_SAF-SEP-2018-Minutes.doc

November

SAC ByLaws

11/2/2018

2971_SAC_ByLaws-2.doc

September

SAC ByLaws

10/25/2018

Sign-in-Sheet-11_25_18.pdf

September

SAC ByLaws

10/25/2018

SAC_SAF-Oct-23-2018-AGENDA--(1).doc

October

Developed

10/24/2018

Sign-in-Sheet-10_23_18.pdf

October

Developed

10/24/2018

SIP-Goals-Presenetation.prn

October

Developed

10/18/2018

SAC_SAF-AUG-2018-Minutes.doc

August

None

10/18/2018

SAC_SAF-MAY-2018_Minutes.doc

May

Monitored

10/18/2018

Sign-in-Sheet-10_09_18.pdf

October

Developed

10/18/2018

SAC_SAF-Oct-9th-2018-AGENDA--(1).doc

October

Developed

10/18/2018

SAC_SAF-SEPT-2018-AGENDA--(1).doc

September

SAC ByLaws

9/30/2018

Sign-in-Sheet-8_30_18.pdf

August

None

9/20/2018

SAC_SAF-AUG-2018-AGENDA.doc

August

None

9/20/2018

 


 

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?

According to the SES Band 2, the four Broward public schools within band 2 are McNicol Middle (26), Silver Lakes Middle (31), Lauderdale Lakes Middle (35), New Renaissance Middle (46). Based on the SES Band Data, Silver Lakes Middle School (SLMS) has collectively decided to focus on all content areas for improving student achievement, but specifically on the reporting categories for Social Studies and the Lowest Quartile for Reading. These specific areas were chosen as a result of the SES Band Data indicating SLMS, compared to the other four schools, had the lowest achievemet gains in these areas. 

 

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?

Silver Lakes Middle School has introduced staff to a school wide data base which allows teacher to more easily identify student specific learning needs. Teachers will be able to use the data base to develop lessons, and instruction that is based on student learning gaps as identified in the database.

 

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

ENGLISH LANGUAGE ARTS : READING & WRITING
READING
Program Overview:
In addition to students being appropriately placed in intervention classes to meet their specified needs (decoding, fluency, comprehension building), SLMS is fully engaged in school-wide literacy with expanded support to build capcaity in the instruction and utilization of literacy skills in content area classes. The  Reading Department is actively implementing the key shifts called for by the Language Arts Florida Standards (LAFS) by providing scaffoled instruction and building rigor through text setsWe are currently using Inside excerpts paired with Ready LAFS (the supplement to Inside)  to introduce the LAFs standards, followed by remediation and enrichment with district approved resources that provide rifor in support of building students' ability to independently read grade level text. The iReady platform will be used to administer a diagnostic at the beginning of the year as well as progress monitor throughout the year. In addition, we are also using Ready LAFS in the form of a pre- and post-test to monitor student progress as well as determine proficiency/mastery for further remediation/enrichment. 
Plan of Action:
The reading department of Silver Lakes Middle School analyzed the data released for the 2017- 2018 school year. Based on the released data, the reading scores remained the same from the previous year in all sub-groups.  After further disaggregation of the data, the two identified critical areas are Key Ideas and Details and Integration of Knowledge. In these two areas students are required to read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Students are also required to determine central ideas or themes of a text and analyze their development as well as summarize the key supporting details and ideas. Integration of knowledge involves the process of incorporating new information into a body of existing knowledge with an interdisciplinary approach. ELA student proficiency stands at the 38% mark. 52% of all ELA students recorded learning gains, while 41% of students identified as being in the lowest quartile recorded learning gains. Our goal for the 2018-2019 school year is to raise those percentages to 43% (overall), 57% (learning gains), and 46% (lowest quartile learning gains) respectively.
Collectively, the reading department reflected on our instructional practices and implemented a multistep reading intervention instructional cycle. Students will be assigned a targeted standard pretest using an effective instruction and practice program called Ready Florida. After administering a pretest, teachers will provide direct and guided instruction using complex text and building rigor through text-sets. A post-test from will then be administered to determine mastery of standard. Data from the post test will also be used to ascertain which students will need remediation and/or enrichment. Learning centers will be designed to practice, enrich, reteach, and enhance student learning. To further address the learning gap the literacy coach will implement pull-outs base on teachers’ recommendation in addition to the students among the lowest quartile.  Reading strategies will also be integrated in content area classes to continue growth in gap areas. Students will also use iReady for 45 minutes 1x per week in selective elected classes. 
To strengthen student’s vocabulary knowledge and comprehension, the Literacy team will explicitly teach 100 words every middle schooler should know. These are 100 words that students are sure to encounter in the middle school grades. In addition, the Literacy team will continue to implement our school-wide Word of the Week Initiative (WOW) through Social Studies Department. The purpose of this initiative is to build students’ accurate use of Tier 2 Academic vocabulary to improve their reading, writing, and critical thinking skills in all disciplines. The focus will be on a cluster of eight (8-10) power words for each month (Monday and Wednesday). Each word list will be reinforced through Vocabulary.com, biweekly grade-level Kahoot challenges, and our Word Wall in the Hall display.
SLMS Reading PLCs and common planning focuses on data and identifying areas in need of remediation or reteaching. By doing this we foster a culture of ongoing opportunities for data-driven Professional Learning Community (PLC) conversations and collaborative planning to boost student achievement. This year to guide the discussion we are utilizing our PLC Tool and out Collaborative Planning Framework to drive discussion. The PLC tool requires teachers to desegregate their student data and focus on best instructional practices, enrichment and remediation. Our Collaborative Planning Framework directs the thought process involved in personalizing student instruction. The Collaborative Planning framework analyzes teaching practices by aligning those practices with Hattie’ Effect Size and the multiphases of the Gradual Release Model.
As an additional layer of support, the Reading Department reviews the data after each Common Formative Assessment (CFA) and identify struggling students. Because of those findings, SLMS’ Reading Department will begin our ELO (extended learning opportunity) sessions earlier in the year to tackle the lowest standards and provide direct instruction and remediation to our most fragile students. Our mission is to reach/ touch every student in our department through a myriad of Literacy Initiatives. The multi-layered approach will ultimately boost student achievement and increase our overall school grade.      
Overall ELA FSA results from the 2017-2018 school year were mixed. Sixth grade was flat, 7th grade showed a 3% increase, and 8th grade showed a 3% decrease. Seventh grade was relatively flat. Writing scores were improved in both sixth and eighth grades, while they declined in seventh grade. ELA student proficiency stands at the 38% mark. 52% of all ELA students recorded learning gains, while 25% of students identified as being in the lowest quartile recorded learning gains. Our goal for the 2018-1019 school year is to raise those percentages to 36% (overall), 55% (learning gains), and 28% (lowest quartile learning gains) respectively.

Mathematics
Careful analysis of the 2017-2018 Florida Standards Assessment results for Silver Lakes Middle School in the Mathematics tested areas highlights some notable areas of achievement; Conversely, the data also reveals several areas of needed growth and opportunities for the school to improve in the Mathematics instructional delivery, standards alignment, and student achievement of specific subgroups.

Areas of achievement:
Analysis of the 2017-2018 FSA data showed that 43% of students at Silver Lakes Middle School are “proficient” in the area of Mathematics. This is based on state wide criterion, in which students are scored at a level 1-5 aligned to a developmental scale score. To achieve proficiency students, need to achieve a level 3-5 based on the assessment they take for their respective course work for that year.
Silver Lakes Middle School 43% score in this category suggest nearly half of our school is proficient in Mathematics, but there is much more room for improvement.  Our goal is to improve our school-wide Mathematics proficiency from 43% to 45%.
We will do this by strategically implementing initiatives that allow us to address specific gaps that we see by grade level. The intended outcome is that we will improve are 6th grade proficiency from 42% to 45%, our 7th grade proficiency from 39% to 42%, and our 8th grade proficiency from 48% to 51% students proficient.
Our largest area of needed improvement is students making learning gains. Florida Law says that the State School grades calculation will use the new learning gains methodology required by s. 1008.34 F.S. and Rule 6A-1.09981 F.A.C. Based on Florida law and rule, learning gains are calculated for both FSA English Language Arts and FSA Mathematics. The new learning gains methodology provides three ways in which a student may demonstrate that he or she has made a learning gain.

Students may earn a learning gain by the following:

  1. Improve one or more achievement levels from one year to the next (e.g., move from Level 1 to Level 2; Level 2 to Level 3, etc.).
  2. Maintain a Level 3, Level 4, or Level 5 from one year to the next and the student’s scores in Level 3 and Level 4 must have improved from one year to the next.
  3. Split Levels 1 and 2 into multiple subcategories (Level 1 into thirds and Level 2 in half) and require the student to improve from one subcategory to a higher subcategory within the Level (e.g., move from the bottom third of Level 1 to the middle third of Level 1).
Even though, we saw a small decline in the percentage of students making proficiency in Mathematics, our lowest quartile made significant learning gains which was an increase of 6%.
Our most fragile students academically in Mathematics, the lowest quartile increased 27 percentage points from the previous year. Our goal is to continue to improve the percentage of students making overall learning gains from 49% to 52%, and the percentage of lowest quartile students making learning gains from 48% to at least 51%.
In addition, we have 3 clusters of students who take the spring administration of the Algebra 1 EOC exam or the Geometry EOC. This year the students proficient on these exams was 95% and 91% respectively. Our goal is that we will have 100% of students taking either exam pass with at least a level 3.

To improve in these areas, students will be scheduled aligned to the Silver Lakes Middle School Mathematics Tiered support matrix. The matrix is a framework, that allows teachers and staff to support students based on their specific mathematical needs. 
All students at Silver Lakes are TIER 1 students and receive at minimum 180 minutes of rigorous Math instruction per week.

 TIER 2 students are coded as regular students and based on analysis of 2015-2016 data showed that 87% of students at this level of support move to proficiency. To support this finding, and their continuous success, students receive at least 180 minutes of Mathematics instruction weekly, but are also supplemented with a ‘centers’ math elective which incorporates several research-based practices in the ‘centers’ classroom to support these students learning. These core practices are (a) Students work in cooperative groups to deepen their knowledge (b) All assignments are aligned to the Florida Standards (c) Students are accelerated and exposed to new content, prior to their math class (d) students engage in differentiated Student-centered learning that is rigorous, but also requires students to shift their thinking based on blooms taxonomy and the Florida Standards Depth of Knowledge levels (DOK). (d) Students are exposed to technology and, conceptual task that require them to apply the mathematical skills acquired through their core content class. Students are also exposed the supplemental course at least 180 minutes per week.
TIER 3 students, are coded as advanced students. This TIER of students receives TIER 1 Math support and are generally proficient (Level of 3-5). These students are placed in a variety of courses that enrich their current mathematical abilities and challenge them academically. Students in the GEM (Gifted Explorations in Mathematics) program are students who are being challenged by taking accelerated course work to develop their mathematical skills, while providing them with a unique opportunity to meet graduation requirements early. GEM 6, GEM 7, and GEM 8 students attend tutoring, and often are exposed to individual study assignments, that meet each students’ unique individual needs.  Since students taking either, 6th grade advanced mathematics or 7th grade advanced mathematics participated in Math advanced camp during an extended learning opportunity and made learning gains; will be replicating this extended learning to our 6th grade advanced students.
TIER 4 students are coded as intensive students. These students are struggling learners and will be served by modifications to instructional delivery and pace within the classroom. Students are placed in intensive mathematics and receive instruction through specific research-based delivery methods that support struggling learners. These strategies include but are not limited to integration of grades 6,7, and 8 fluency plans, and students receiving instruction in small group settings. This group will also be provided with additional layers of support through extended learning opportunities, in which Mathematics teachers will push into electives to perform differentiated lessons. Many of these students are ESE and ELL students, and the planning of those lessons will require teachers to collaboration with ELL and ESE support to employ practices, strategies, and Hattie’s high yield strategies to impact these learners as many of them are levels 1 or level 2 students (not proficient). 
TIER 5 students are our most fragile students. These students will receive all TIER interventions but will also be specifically targeted through extended learning opportunities. To closely monitor these students the Mathematics department will be participating in a monthly Professional Learning community to analyze data, and monitor the achievement of these students, and adjust curriculum, and adapt and share resources and strategies to best support them. This team of teachers will also be participating in ongoing and continuous learning and has begun by attending the FDLRS Mathematics for struggling learners professional learning. 
Monitoring:
In addition to ongoing and continuous classroom formative assessments, Students in each grade level take a Common Assessment. Teachers analyze this data during our Tuesday PLC and utilize collaborative planning as a time to debrief and develop lessons that incorporate the most successful instructional strategies for standards, topics, and fluency items.
 
Social Studies Department
In 7th grade Civics, we are focusing on the End of Course exam in the effort to raise the scores.  We will be meeting with other Broward County teachers and observing their classes in efforts to learn the strategies they are using to raise the Civics scores.  Because of our visits, we will adjust in our teaching pedagogy based upon the best practices shared by our colleagues.   We will continue to work with the ESE and ELL departments to aid in students’ understanding of the work and maximizing student growth.
As an additional layer of support in all Social Studies classes, we will be reading two News ELA articles per month, answering the questions, discussing the passages, and writing in response to one of the articles.  The Social Studies department is doing the Word of the Day in their classes.  These words will be infused into our lessons, used on the Interactive Word Walls, and reviewed using Vocabulary.com.
Another strategy being used in the Social Studies class this year is the Project Based Learning.  Through this learning, students will be exploring through inquiry, research, peer help, revisions, and final products in which they must justify their thinking and conclusions.
As always, students will be monitored closely with the pre- and post-tests for each unit.  We will continue to look at and interpret the data to determine the best path for each student

Science Department
To increase the 8th grade science score from 43% to 48% we are implementing a more rigorous literacy infusion (through our science literacy plan) into science along with labs and demonstrations of course content.  We are continuing are successful Science on Steroids (SOS) co-teaching strategy earlier to accustom the student to working in large group and competing with other classes.  The have a new textbook adoption that will allow us to use more technology to drive content and district provided lab materials that will help us continue to grow on how we perform labs and demonstrations.  The nature of science benchmark will be taught by infusing it into the course content.

 

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

Science and Social Studies are using data collected USA Test Prep for departmental CFAs, while ELA, Science, and SS are using data collected using a 4-point rubric. The Math department is using dat from iReady. Each department is progress monitoring data based on state standards alligned to sisctrict and school instructional focus calanders every 2-3 week cycles.

 

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

Silver Lakes Middle School currently has two full-time ESE teacher for 6th grade and 8th grade with them splitting the 7th grade. The ESE support facilitators work in collaboration with the instructional teachers to provided student support and ensure student accommodations are being implemented with fidelity. In addition, teachers are providing differentiated instruction by providing students with remediation and enrichment in order to meet the needs of all students. 

 

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)?

Silver Lakes Middle School has a diverse population of learners. Not all students learn the same way and therefore, it is the goal of SLMS to use a variety of teaching methods to remove any barriers to learning and give all students equal opportunities to succeed. SLMS teachers build into there leassons flexibility that can be adjusted for every student’s strengths and needs. Equitible and equality instruction is provided to all students, especially through the ESE and ELL accomendations. These accommendations are monitored routinley by the ESE and ELL support facilitators. Students are give choices using various mediums to demonstrate mastery of standards from using multiple types of technology such as smartphones, and computer-based tests. Students are provided Closed Caption when teachers are using audio-visual in their lessons. SLMS has addopted the implementation of Project Based Learning (PBL) in Science and Social Studies, giving the students an opportunity to learn how to work in groups and to have choice for presenting hteir final products. In addition, SLMS will provide opportunities for PD to ensure the faculty and staff are trained on the most current research on Universal Designs for Learnig (UDL). 
 

 

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

Silver Lakes Middle School has developed and periodically revamps unwrapped standards which also include integrated literacy standards and both academic and content vocabulary for explicit instruction for all core content areas, grade levels and alinged standards. SLMS has adopted common board configuration that indicated specific state standards along with student learning goals and success criteria for students, teachers, schools support facilitators, and school and district leardership to view at any time. 

 

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?

Silver Lakes Middle School is working to incorporate learning from various subjects, as a way to introduce students to a variety of informational text sources. For example students will be examining standards centered around informational text in their reading classes using material from articles, and informational text that they are being epxosed to in their science and/or socail studies classes. This allows for interdepartmental collaboration, and student success as data analysis has also foudn a correlation between student reading scores and science performance. Rti matrix interventions used by the Literacy department.  6th – 8th grades are using the district adopted texts. Supplemental materials are adjusted for individual student’s needs to include iReady, StemScopes in science and infusion of Literacy strategies throughout 6th – 8th. The Science department is implementing CERs (Cite, Explain, Reasoning)

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
PLC's will meet weekly to dissaggregate student data through progress monitoring Candace Goode, Kenneth Ward, Masharie Powell 5/15/2019
Dissaggregating student data within grade level PLC's, Implementation and education of Conscious Discipline, Implementation of Second Step, Utilizing MTSS/RtI, Departmental Common Planning, Implementation of the Attendance Plan, and Progress Monitoring. SLMS Leadership Team, Kenneth Ward, Masharie Powell 5/15/2019 Canvas, PBL, SEL, UDL....
Review Customer Service expectations with staff, Connect families with school, district and local community resources, Recognize the cultural uniqueness of families served in the school/community, Continue the "Catch Them Being..." program recognizing individuals supporting a positive environment/culture in your school, and Share Social and Emotional Learning Competencies with families. Jonathon Thomas, Candace Goode, Kenneth Ward 12/19/2018
Implementation of Second Step to analyze how personal qualities influence choices and successes as well as analyze how making use of school and community supports and opportunities can contribute to school and life success through a myriad of lessons execute during the advisory period with SEL mentors leading the sessions. Candace Goode, Jeff Williams, Kenneth Ward 5/15/2019

 

BPIE Files

File Name Uploaded Date
SLMS_BPIE_2015.pdf 11/6/2018