S e m i n ol e C ou n t y P u bl i c S c h ool s · 2019-10-10 · S e m i n ol e C ou n t y P u bl i c S c h ool s T he M i s s i on of t he S e m i nol e C ount y P ubl i c S c

Seminole County Public SchoolsThe Mission of the Seminole County Public Schools is to ensure that all students acquire the knowledge, skills, and

attitudes to be productive citizens.

www.scps.k12.fl.us

Sanford Middle School

School Improvement Plan 2019-2020

Purpose and Outline of the SIP

The SIP is intended to be the primary artifact used by every school with stakeholders to review data, set goals, create an action plan and monitor progress. A corollary at the district level is the Strategic Plan, designed to help district leadership make the necessary connections between school and district system initiatives. The Florida Department of Education encourages schools to use the SIP as a “living document” by continually updating, refining and using the plan to guide their work throughout the year.

School Information

Provide the school's mission statementThere is an increasing need in Florida and throughout the country, to ensure students have the future ready skills to compete in a globally competitiveeconomy and meet the needs of the workplace. The future of the economy is in STEM related careers. The U.S. Bureau of Labor Statistics indicates thatemployment in STEM occupations are projected to grow more than 9 million between 2012 and 2022. The mission of Sanford Middle School Math,Science, & Technology Magnet is to develop a more widely and diversely populated pipeline of students, with future ready skills, interested in STEMcareers in an innovative, safe, and supportive learning environment. Where every student can think critically, and connect and apply STEM principles inorder to solve real-world problems, through rigorous and relevant learning experiences across all discipline.

Provide the school's vision statementThe school where every student is a STEM student and every teacher is a STEM teacher.

List the members of the leadership team.

Name

Byron Durias

Email

[email protected]

Title

Principal

Responsibilities

Support the Superintendent's vision for teachingand learning. Ensure that all students learn andthat all students are safe.

Dr. Eric Basilo [email protected] Support the Principal's vision for theschool.

Assistant Principal

Alisa Grace Assistant Principal [email protected] Support the Principal's vision for theschool.

Sonia Hwang-Penson Assistant Principal [email protected] Support the Principal's vision for theschool.

Alyssa Shields School AdministrationManager

Support the Principal's vision for theschool.

[email protected]

Ronald Diltz Dean of Students [email protected] Support the Principal's vision for theschool.

Kiafa Moye Dean of Students [email protected] Support the Principal's vision for theschool.

Kathryn Murrow Instructional Coach [email protected] Support the Principal's vision for theschool.

Lori Crumpton Instructional Coach [email protected] Support the Principal's vision for theschool.

mailto:[email protected]









Jaime Barnes Instructional Coach [email protected] Support the Principal's vision for theschool.

Supportive Environment

Describe how the school works at building positive relationships with families to increase involvement efforts to communicate the school's

mission and vision, and keep parents informed of their child's progress.Nurturing partnerships with parents requires a varied approach and ongoing reflection on the quality of the relationships between the school and families.Sanford Middle School uses a variety of communication tools to keep parents informed of the school and their individual child's progress. SanfordMiddle School uses the School Messenger callout system, Skyward Family Access, and eCampus announcement feature to communicate school and classrelated information as well as student progress to families. Current and relevant information is maintained on the school's website as a resource to bothcurrent and potential families. Sanford Middle School also maintains several active social media accounts to document and highlight school events,programs, and notable achievements. Parents and students can follow the Sanford Middle School Facebook, YouTube, Twitter, and Instagram accounts.Sanford Middle School has a parent-teacher conference line where parents can call to request a conference be scheduled with their child's teacher(s). ThePrincipal sends a weekly newsletter titled "Weekly Warrior" to families. The Weekly Warrior communicates upcoming dates, important informationupdates, student, staff, and school highlights, and other timely announcements to foster positive connections with families. The Principal provides apersonal message in each Weekly Warrior that reinforces the school's mission, vision, and values. Parents are invited to participate in online surveys andto actively support the goals of the school through the School Advisory Council (SAC), Parent Teacher Student Association (PTSA), and newlydeveloped Business Advisory Council (BAC). In addition to these formal opportunities for family involvement, the Principal host a monthly Coffee withthe Principal forum that provides parents with topical information such as the school's mission, vision, and goals for the school year, bullying, and otherpertinent topics. Parents also have the opportunity to engage in a Question and Answer segment with the Principal. Sanford Middle School is proud tohost a number of planned events to increase family involvement such as the Dividend Volunteer breakfast, Business Partner Breakfast, Parent OpenHouse, School Choice Magnet Night, STEM Night, Science Fair Night, Incoming 6th Grade Parent Night, and many extra-curricular and interscholasticactivities. Parents of Sanford Middle School also play a key role in supporting clubs and activities like the Robotics club, Mu Alpha Theta, Odyssey ofthe Mind, SECME club, and more. Parent-teacher conferences are scheduled every Tuesday and Thursday morning. Flexible time arrangements areavailable to meet the needs of families.


Describe how the school ensures the social-emotional needs of all students are being met, which may include providing counseling, mentoring and

other pupil services.At Sanford Middle School we believe in the whole child. We believe every student deserves to be: Healthy, Safe, Engaged, Supported, and Challenged.As part of our three-tiered intervention pyramid, all students receive explicit instruction in social-emotional regulation strategies through the weeklySeminar. Through Seminar, students also participate in weekly restorative practice circles to express feelings, receive support, and build a positivecommunity. The MTSS Core team, which consist of a lead Assistant Principal, Deans of Students, Counselors, Academic Intervention Teacher, andSchool Social Worker, meet weekly to discuss supports and intervention for students needing Tier 2 and Tier 3 services. The Core team invites parents toparticipate in MTSS meetings to encourage home-school collaboration in supporting the success of the student. Students may be referred to the SchoolSocial Worker or Mental Health Counselor for additional support. In an ongoing effort to support teachers in building their capacity to create trauma-sensitive classrooms, all Sanford Middle School teachers have received training and exposure to trauma-informed care and best practices to create spaceswithin our school were students feel physically, emotionally, and psychologically safe. During the 2019-2020 school year, teachers will participate inprofessional learning that helps them learn how to effectively implement anti-bias instruction in their classrooms. Teachers will explore practicalstrategies for accomplishing academic and social-emotional goals side by side. The Principal holds grade-level assemblies to communicate expectationsof behavior for both students and adults in the building, as well as introduce and reinforce students' development of GRIT, perseverance, and empathy.The School Resource Officer, works with the school administration to ensure the safety and well-being of students when concerns related to studentwelfare arise and makes appropriate referrals, as needed.

Student Transition and Readiness

College and Career Readiness

Describe the strategies the school uses to advance college and career awareness, which may include establishing partnerships with business,

industry or community organizations.Sanford Middle School's motto is "Where Exploration...Leads to Innovation". An essential component of advancing students' awareness of college andcareer awareness is having high expectations for all students and believing that all students can achieve at high levels given the appropriate support andresources. In addition to the mindset and attitudes of the adults leading students, there must be learning opportunities designed to prepare students withthe skills--critical thinking, problem solving, communication, technical, and adaptive--to navigate the college or career landscape. Using the FutureReady Graduate framework, Sanford Middle School provides students with opportunities to develop their skills through cooperative learning structureswhere students must work collaboratively with their peers to achieve an outcome or through accelerated learning that expand students' opportunities toearn Career Technical Education (CTE) professional certifications. All Sanford Middle School students, as part of the iJourney course, complete a careerplan, which helps them better understand identify potential career paths. As part of the student goal-setting process, students are encouraged to considerwhat college they might attend and write the name of the college in their planner. Connecting their current academic experiences with a long termacademic goal provides students focus and helps them persevere. Sanford Middle School is proud to boast of a variety of electives that expose students tocareer options. These courses include, but are not limited to: the Pre-Vet & Central Florida Zoo Partnership, Pre-Med, Marine Bio, Aeronautics, Robotics& Engineering, Environmental Science (Greenhouse), JROTC, Future Teachers of America, and Law Studies courses. Sanford Middle School also hasmany active business partnerships including the University of Florida Extension Program, Full Sail University, Northrup Grumman, Navair, and more.Each November, Sanford Middle School also hosts a variety of business and industry professionals for the annual Teach-In Day. Sanford Middle Schoolcontinues to leverage its community partners to advance college and career awareness for its students.

Identify the career and technical education programs available to students and industry or community organizations.Students at Sanford Middle School Math, Science, & Technology Magnet School have the opportunity to earn explore a variety of career and technicaleducation programs as well as earn Industry Certification in Digital Information Technology, a professional level certification typically obtained duringthe high school year. Students also have the opportunity to earn Digital Tool Credentialing in IC3 Computing Fundamentals, IC3 Key Applications, IC3Living Online, ANIMATION, ADOBE SUITE/PHOTOSHOP, and ICT Gaming Essentials. Sanford Middle School students are provided real-worldlearning opportunities in the following programs: I-Series classes: iJourney, iChallenge, and iConnect, Pre-vet, Pre-Med, Gaming & Design, Digital Artand Design, Animation, Video Production, Aeronautics, Digital Photography, Pre-Mechanical/Civil Engineering, Robotics, Web Design, DigitalInformation Technology (DIT), Makerspace, Architectural & Interior Design, Marketing and Branding, and Future Educators of America.

Middle School Essential Instructional Priority # 1 – Quality Instruction

Essential Instructional Priority #1: Quality Instruction

All Seminole County Public Schools will achieve a Florida Standards Assessment (FSA) grade of “A” for the 2019-20 school year.

A. Lessons aligned to Florida Standards at the appropriate level of complexity B. Ongoing feedback loop between leadership and teacher, students and teachers and student with students C. PLC focused on data, instructional planning and student evidence of learning All SCPS schools serving K-8 students have an Early Warning system in place that is in compliance with s. 1001.42(18)(b), F.S; SCPS academic intervention/support programs and/or dropout prevention programs reflected per s. 1003.53(2)(b), F.S. *All data targets are reported as percentages with the exception of 5E data targets, which are reported as scale scores.

Social Studies Indicators Strategic Plan Target

Achievement B.1.1 Achievement for sub group: Black B.1.1 Achievement for sub group: Hispanic B.1.1 Achievement for sub group: White B.1.1 Achievement for sub group: Mul B.1.1 Achievement for sub group: SWD B.1.1 Achievement for sub group: FRL B.1.1 Achievement for sub group: ELL B.1.1

ELA Indicators Strategic

Plan Target

Achievement B.1.1 Achievement for sub group: Black B.1.1 Achievement for sub group: Hispanic B.1.1 Achievement for sub group: White B.1.1 Achievement for sub group: Mul B.1.1 Achievement for sub group: SWD B.1.1 Achievement for sub group: FRL B.1.1 Achievement for sub group: ELL B.1.1 Learning Gains B.1.1 Learning Gains of the Low 25% B.1.1 Learning Gains for High 1 levels B.1.1 Learning Gains for High 2 levels B.1.1 Learning Gains for Low 3 levels B.1.1 Learning Gains for sub group: Black B.1.1 Learning Gains for sub group: Hispanic B.1.1

Learning Gains for sub group: White B.1.1 Learning Gains for sub group: Mul B.1.1 Learning Gains for sub group: SWD B.1.1 Learning Gains for sub group: FRL B.1.1 Learning Gains for sub group: ELL B.1.1

Common Assessments Indicators Grade Level/Subject Strategic Plan Target

ELA Common Assessment students scoring on grade level

Gr 6 B.2.4 Gr 7 B.2.4 Gr 8 B.2.4

Social Studies Common Assessment students scoring on grade level

Gr 6 B.2.4 Gr 7 B.2.4 Gr 8 B.2.4

5 Essentials 5E_SM_Classroom Rigor B.1.1 5E Ambitious Instruction B.1.1 5E Collaborative Teachers B.1.1

Middle School Essential Instructional Priority #1 – Quality Instruction

Science Indicators Strategic

Plan Target

Achievement B.1.1 Achievement for sub group: Black B.1.1 Achievement for sub group: Hispanic B.1.1 Achievement for sub group: White B.1.1 Achievement for sub group: Mul B.1.1 Achievement for sub group: SWD B.1.1 Achievement for sub group: FRL B.1.1 Achievement for sub group: ELL B.1.1

Math Indicators Strategic

Plan Target

Achievement B.1.1 Achievement for sub group: Black B.1.1 Achievement for sub group: Hispanic B.1.1 Achievement for sub group: White B.1.1 Achievement for sub group: Mul B.1.1 Achievement for sub group: SWD B.1.1 Achievement for sub group: FRL B.1.1 Achievement for sub group: ELL B.1.1 Learning Gains B.1.1 Learning Gains of the Low 25% B.1.1 Learning Gains for High 1 levels B.1.1 Learning Gains for High 2 levels B.1.1 Learning Gains for Low 3 levels B.1.1 Learning Gains for sub group: Black B.1.1 Learning Gains for sub group: Hispanic B.1.1 Learning Gains for sub group: White B.1.1 Learning Gains for sub group: Mul B.1.1 Learning Gains for sub group: SWD B.1.1 Learning Gains for sub group: FRL B.1.1 Learning Gains for sub group: ELL B.1.1 Algebra 1 Achievement for sub group: Black B.1.1; B.1.2 Algebra 1 Achievement for sub group: Hispanic B.1.1; B.1.2 Algebra 1 Achievement for sub group: White B.1.1; B.1.2 Algebra 1 Achievement for sub group: Mul B.1.1; B.1.2 Algebra 1 Achievement for sub group: SWD B.1.1; B.1.2 Algebra 1 Achievement for sub group: FRL B.1.1; B.1.2 Algebra 1 Achievement for sub group: ELL B.1.1; B.1.2 Algebra 1 Access Gap B.1.1; B.1.2

Middle School Acceleration Indicators Strategic

Plan Target

Middle School Acceleration B.1.1 Middle School Acceleration: Black B.1.1 Middle School Acceleration: Hispanic B.1.1 Middle School Acceleration: White B.1.1 Middle School Acceleration: Mul B.1.1 Middle School Acceleration: SWD B.1.1 Middle School Acceleration: FRL B.1.1 Middle School Acceleration: ELL B.1.1

Common Assessments Indicators Grade

Level/Subject Strategic

Plan Target

Math Common Assessment students scoring on grade level

Grade 6 B.2.4 Grade 7 B.2.4 Grade 8 B.2.4

Algebra 1 B.2.4 Geometry B.2.4

Science Common Assessment students scoring on grade level

Gr 6 B.2.4 Gr 7 B.2.4 Gr 8 B.2.4

Middle School Essential Instructional Priority #1 - Quality Instruction

Action Plan

Student Owned Progress Monitoring

Strategy Action Item

Students will maintain data logsregarding their individual goals and fortracking progress for their annual growthfor the 2019-2020.

DeliverableDue Date

Quarterly

PD (Y/N)

N

When will this action take place?

Weekly

What evidence will there be to reflect monitoring for this strategy?

Tier II monitoring with feedback toteachers; Tier II referrals; Data trackingstudent samples; Tier II Interventiondata

Person(s) Responsible

Byron Durias,Principal; EricBasilo, AlisaGrace, andSonia Penson,AssistantPrincipals;Jaime Barnes,KathrynMurrow, LoriCrumpton,JenniferCoursin, andAngelicaDunbar,InstructionalCoaches; JoeDarcy,AcademicInterventionSpecialist; AllTeachers

ESSA FindingAddressed

Y

Quarterly N Weekly/bi-weekly PLC/COL discussions; AP and coach check-ins, classroom walk-throughs

YStudents will utilize scales to track theirknowledge before, during, and after learning intheir content area classes (ELA, SS, Math,Science).

Byron Durias,Principal; EricBasilo, AlisaGrace, and SoniaPenson, AssistantPrincipals; JaimeBarnes, KathrynMurrow, LoriCrumpton, JenniferCoursin, andAngelica Dunbar,InstructionalCoaches; JoeDarcy, AcademicInterventionSpecialist; AllTeachers

Student Skyward/grade tracking Byron Durias,Principal; EricBasilo, AlisaGrace, and SoniaPenson,AssistantPrincipals; JaimeBarnes, KathrynMurrow, LoriCrumpton,Jennifer Coursin,and AngelicaDunbar,InstructionalCoaches; JoeDarcy,AcademicInterventionSpecialist; AllTeachers

Quarterly N Weekly/bi-weekly PLC/COL discussions; AP and coachcheck-ins, classroom walk-throughs;Tier II/Grade recovery referrals; Graderecovery referrals; Grade recovery data

Y

Low 30% Monitoring

Strategy Action Item

Teachers are responsible for knowingwho their Low 30 students are, as wellas being aware of the school's Low 30population.

Person(s)Responsible

Byron Durias,Principal; EricBasilo, AlisaGrace, and SoniaPenson, AssistantPrincipals; JaimeBarnes, KathrynMurrow, LoriCrumpton,Jennifer Coursin,and AngelicaDunbar,InstructionalCoaches; JoeDarcy, AcademicInterventionSpecialist; AllTeachers

DeliverableDue Date

Quarterly

PD(Y/N)

Y

When will this actiontake place?

Ongoing; Quarterly

What evidence will there be to reflectmonitoring for this strategy?

Low 30 monitoring spreadsheets; Databoards in WAR room; Tier IIIntervention data; C9A data; Studentprogress tracker


Y

After each C9A teachers will beresponsible for analyzing their Low 30students' performance and data


Quarterly Y Ongoing; quarterly Low 30 monitoring spreadsheets; Databoards in WAR room; Tier IIIntervention data; C9A data; Studentprogress tracker

Y

Coaches will analyze the school's Low30 performance and data and post thatdata in the WAR room (data boards)


Ongoing; quarterly Low 30 monitoring spreadsheets; Databoards in WAR room; Tier IIIntervention data; C9A data; Studentprogress tracker

YQuarterly

N

Low 30 students being referred to Tier IIIntervention will be monitored on theirprogress on the standards for which theywere referred


Ongoing N Weekly Low 30 monitoring spreadsheets; Databoards in WAR room; Tier IIIntervention data; C9A data; Studentprogress tracker; Formative assessmentdata

Y

Teachers will monitor their Low 30students' performance on the commonformative assessments given based offtheir COL's determined EssentialStandards


Ongoing N Ongoing N/A Y

The principal and assistant principalswill meet quarterly with each contentarea teacher and support facilitator toconduct individual data chat to

Byron Durias,Principal; EricBasilo, AlisaGrace, andSonia Penson,AssistantPrincipals,Math, SocialStudies,Science, andSupportFacilitatorTeachers

October 14- October18; January13-17; andMarch 23 -27

N/A Quarterly Teachers will provide reflections ofprogress related to goals and strategiesdiscussed during the data chat.

Y

High Level 1 / High Level 2 Monitoring

Strategy/ Action Item

H1H2 individual student data will bemaintained in the WAR room (databoards) and monitored monthly toensure students are receiving appropriatesupport and resources



DeliverableDue Date

Quarterly

PD(Y/N)

N


Ongoing; monthly


Data room display; H1H2 datamonitoring spreadsheet with quarterlyC9A updates/formative assessmentupdates; Tier II Intervention data


Y


Quarterly N Quarterly Data room display; H1H2 datamonitoring spreadsheet with quarterlyC9A updates/formative assessmentupdates; Tier II Intervention data

Teachers will submit their H1H2 data totheir AP and will include formativeassessment proficiency data, strengths,and areas of improvement

Y

All 2nd period teachers will create aH1H2 EdInsight group that they willmonitor regularly to provide supportassistance, and resources to for studentsidentified within their 2nd period. Basedon formative assessment data, thesestudents should be/can be referred toTier II Intervention


Quarterly Y Ongoing; weekly Data room display; H1H2 datamonitoring spreadsheet with quarterlyC9A updates/formative assessmentupdates; Tier II Intervention data

Y

Coaches and APs will monitor Tier IIIntervention frequency for H1H2students


Quarterly;ongoing

N Data room display; H1H2 datamonitoring spreadsheet with quarterlyC9A updates/formative assessmentupdates; Tier II Intervention data

Ongoing Y

iReady data will be used to monitorH1H2 students' progress withinintensive reading and math courses


Quarterly N Monthly/quarterly Data room display; H1H2 datamonitoring spreadsheet with quarterlyC9A updates/formative assessmentupdates; Tier II Intervention data;iReady data

Y

The retained H1H2students will bepulled for Tier 2instruction andmonitored by theAcademicInterventionProgram Teacher.

Quarterly;Ongoing

N Grade-level list monitored every threeweeks in the W.A.R. room

The retained H1H2 students will bepulled for Tier 2 instruction andmonitored by the Academic InterventionProgram Teacher.

YQuarterly; Ongoing

Tier II Academic Support Goal (2019-2020):To create a systematic process that ensuresevery child receives the additional time andsupport needed to learn at high levels. Whatdoes this mean? Tier 2 instruction issupplemental, small group instructiondesigned for approximately 15% of studentsnot making adequate progress in Tier I. Tier2 interventions do not supplant Tier Iinstruction, but are provided in addition towhat the student is receiving in Tier I. Asystem will be in place where students willreceive interventions WHEN proficiency isnot obtained on essential standards in everycourse. • Written, systematic, school wide •Within the school day • Timely • Directional(rather than invitational)


Weekly Y Ongoing udent performance and proficiency asindicated by formative assessmentmeasures on identified standards in ELAand Math.

Y

Professional Learning Communities Teachers workin high performing, inter-dependent, learningteams as content (PLCs) or grade-level content(COLs) in recurring cycles of collective inquiryand action research to achieve better results forstudents they serve based on a school-wide visionfor standards-based instruction. Vision forStandards-based Instruction: Consistentopportunities for students to work on grade-appropriate work Strong Tier 1 core instructionthat is student-centered with rigor Deep levels ofstudent engagement in the work Teachers havehigh expectations and believe students can dograde-level work Target-task alignment Studentsare organized to achieve the standards Focus onthe Instructional Core: Student, Teacher, Content


Weekly Y Ongoing PLC Summary Forms C9A data at ourabove 65% proficiency Team NormsEssential Standards Focus CalendarsCommon Assessments Common LessonPlans Quarterly School-Wide DataPresentation Observation and evaluationfeedback data

Y

Strategy/Action Item 1

Teachers will submit their LL3 data totheir AP monthly and will includeformative assessment proficiency data,strengths, and areas of improvement.


Byron Durias,Principal; EricBasilo, AlisaGrace, and SoniaPenson, AssistantPrincipals; KarenBullard, KathrynMurrow, LoriCrumpton, JenniferCoursin, andAngelica Dunbar,InstructionalCoaches; JoeDarcy, AcademicInterventionSpecialist; AllTeachers

DeliverableDue Date

Quarterly

PD(Y/N)

Y


Data monitoring spreadsheet withquarterly updates for C9A and formativeassessment updates based on essentialstandard assessments Tier II Interventiondata Data room display


Monthly


Y

HL1, HL2, and HL3 student individual datawill be maintained in the Data Room andmonitored at least monthly to ensure studentsare receiving appropriate support andresources.

Quarterly Monthly Data monitoring spreadsheet with quarterlyupdates for C9A and formative assessmentupdates based on essential standardassessments Tier II Intervention data Dataroom display

YByron Durias,Principal; EricBasilo, AlisaGrace, and SoniaPenson, AssistantPrincipals; KarenBullard, KathrynMurrow, LoriCrumpton, JenniferCoursin, andAngelica Dunbar,InstructionalCoaches; JoeDarcy, AcademicInterventionSpecialist; AllTeachers

Y

Low Level 3 Monitoring

All 2nd Period Teachers (aka TeacherAdvocates )will create a HL1, HL2, LL3Edinsight Group that they willmonitoring regularly to provide support,assistance, and resources to studentsidentified within their 2nd period.


Quarterly Y Monthly Data monitoring spreadsheet withquarterly updates for C9A and formativeassessment updates based on essentialstandard assessments Tier II Interventiondata Data room display

Y

Based on formative assessment data,LL3 students can be referred to Tier IIintervention

Byron Durias,Principal; EricBasilo, AlisaGrace, andSonia Penson,AssistantPrincipals;Karen Bullard,KathrynMurrow, LoriCrumpton,JenniferCoursin, andAngelicaDunbar,InstructionalCoaches; JoeDarcy,AcademicInterventionSpecialist; AllTeachers

Quarterly Y Monthly Data monitoring spreadsheet withquarterly updates for C9A and formativeassessment updates based on essentialstandard assessments Tier II Interventiondata Data room display

Y

Coaches and APs will monitor Tier IIintervention frequency/Pre-IB teacherswill report on studentprogress/proficiency


Quarterly Y Data monitoring spreadsheet withquarterly updates for C9A and formativeassessment updates based on essentialstandard assessments Tier II Interventiondata Data room display

Monthly Y

Tier II Academic Support Goal (2019-2020): To create a systematic processthat ensures every child receives theadditional time and support needed tolearn at high levels. What does thismean? Tier 2 instruction issupplemental, small group instructiondesigned for approximately 15% ofstudents not making adequate progressin Tier I. Tier 2 interventions do notsupplant Tier I instruction, but areprovided in addition to what the studentis receiving in Tier I. A system will be inplace where students will receiveinterventions WHEN proficiency is notobtained on essential standards in everycourse. • Written, systematic, schoolwide • Within the school day • Timely •Directional (rather than invitational)

Weekly as indicated by formative assessmentmeasures on identified standards in ELAand Math.

Ongoing YYByron Durias,Principal; EricBasilo, AlisaGrace, andSonia Penson,AssistantPrincipals;Karen Bullard,KathrynMurrow, LoriCrumpton,JenniferCoursin, andAngelicaDunbar,InstructionalCoaches; JoeDarcy,AcademicInterventionSpecialist; AllTeachers

Professional Learning CommunitiesTeachers work in high performing, inter-dependent, learning teams as content(PLCs) or grade-level content (COLs) inrecurring cycles of collective inquiryand action research to achieve betterresults for students they serve based on aschool-wide vision for standards-basedinstruction. Vision for Standards-basedInstruction: Consistent opportunities forstudents to work on grade-appropriatework Strong Tier 1 core instruction thatis student-centered with rigor Deeplevels of student engagement in thework Teachers have high expectationsand believe students can do grade-levelwork Target-task alignment Students areorganized to achieve the standards Focuson the Instructional Core: Student,Teacher, Content

Byron Durias,Principal; EricBasilo, AlisaGrace, andSonia Penson,AssistantPrincipals;Karen Bullard,KathrynMurrow, LoriCrumpton,JenniferCoursin, andAngelicaDunbar,InstructionalCoaches; JoeDarcy,AcademicInterventionSpecialist; AllTeachers

Weekly Y Ongoing PLC Summary Forms C9A data at ourabove 65% proficiency Team NormsEssential Standards Focus CalendarsCommon Assessments Common LessonPlans Quarterly School-Wide DataPresentation Observation and evaluationfeedback data

Y

Tutorial


Byron Durias,Principal; EricBasilo, AlisaGrace, andSonia Penson,AssistantPrincipals;assignedTutorialInstructors


Provide students support beyond theschool day in the core content areas(ELA, Math, Science, Social Studies)and Spanish I, from qualified faculty.Students will self-select into tutorial toadvocate for learning in areas of growthand deficiency. The goal is to providemultiple days of tutoring in each contentarea. Tutorial can also be a Tier IIintervention for students who are notconsistently completing assigned workin class

DeliverableDue Date

Daily (fourout of fivedays perweek)

PD(Y/N)

N


Weekly, BeginningQuarter 2

What evidence will there be toreflect monitoring for this strategy?

An increase in the the 5 Essentialcomponents of: Academic PersonalismCollective Responsibilty Fewerstudents receiving grades of D or FSign-in Sheets by name, grade, subject,area of need


N/A

Middle School Essential Instructional Priority #2 – Conditions for Learning

Essential Instructional Priority #2: Conditions for Learning

The district has identified the conditions for learning as physical safety, student wellness, attendance, teacher-student relationships, social-emotional learning and student conduct. System focus on continuous improvement of these conditions will benefit student learning.

A. Cultivation of positive, appropriate relationships resulting in increasing engagement of all students B. Development of a student centered culture C. Continued focus on campus safety and building a culture of respect D. Sharing collective responsibility for the success of all students in the school *All 5E data targets are reported as scale scores, other data targets are reported as percentages.

Indicators Strategic Plan Target 5E Supportive Environment D.1 5E_SE_Safety D.1 5E_SE_Academic Personalism D.3

Indicators Strategic Plan Target 5E_SE_Student-Teacher Trust D.3 5E_CT_Collective Responsibility B.1.1 Students with 10+ Absences D.2

Middle School Essential Instructional Priority #2 - Conditions for Learning

Action Plan

Attendance Monitoring


Teachers should keep all tardy andcheckin slips and contact home ifexcessive tardiness or absences occur


Byron Durias,Principal; EricBasilo, AlisaGrace, and SoniaPenson, AssistantPrincipals;Constance Clark,Support Personnel;Jesse Betancourt,AttendanceSecretary; MTSSCore Team

DeliverableDue Date

Ongoing

PD(Y/N)

N


Daily, Ongoing


Email / phone correspondence withparents (teachers keep records) Truancyrecords Attendance Reports AttendanceLetters MTSS Meeting Agenda, Notes


N/A

1st and 5th period teachers monitortruancy and contact Mrs. Clark ifpatterns are established after theycontact parent

Byron Durias,Principal; EricBasilo, AlisaGrace, and SoniaPenson,AssistantPrincipals;Constance Clark,SupportPersonnel; JesseBetancourt,AttendanceSecretary; MTSSCore Team

Ongoing N Daily, Ongoing Email / phone correspondence withparents (teachers keep records) Truancyrecords Attendance Reports AttendanceLetters

N/A

The Attendance Secretary runs dailyTeacher Attendance Not Taken Reportswhich are e-mailed to the admin teamfor follow-up

ByronDurias,Principal;Eric Basilo,Alisa Grace,and SoniaPenson,AssistantPrincipals;ConstanceClark,SupportPersonnel;JesseBetancourt,AttendanceSecretary;MTSS CoreTeam

Ongoing N Daily, Ongoing Email / phone correspondence withparents (teachers keep records) Truancyrecords Attendance Reports AttendanceLetters

N/A

Communication with Students on Campus Safety


Principal's Address, Coffee with thePrincipal, Friday Focus, Weekly WarriorParent Newsletter


Byron Durias,Principal

DeliverableDue Date

Principal'sAddress-SemesterlyCoffee with thPrincipal--MonthlyWeeklyWarrior--Weekly FridayFocus--Weekly

PD(Y/N)

N


BOY, MOY, monthly,weekly, EOY


Principal's Address presentation; Coffeewith the Principal presentation and sign-in sheets; the published issues of theWeekly Warrior and Friday Focus


N/A

Additional Strategies

Name/Topicof Strategy

Strategy/Action Item 1 Person(s) ResponsibleDeliverableDue Date

PD(Y/N)

When willthis actiontake place?(Frequencyof action?)

What evidence willthere be to reflectmonitoring for thisstrategy?

ESSAFindingAddressed(Y orN/A)

Seminar--RestorativePractices &Social-EmotionalLessons

As part of our three-tiered intervention pyramid, all students,at Tier I, receive explicit instruction in social-emotionalregulation strategies through the weekly Seminar. Alsoduring Seminar, students participate in weekly restorativepractice circles to express feelings, receive support, and builda positive community. In support of a healthy school culture,SMS faculty and staff use affirmative statements to reinforcedesired behaviors and expectations and to set boundariesaround non-desired behaviors.

Byron Durias, Principal; EricBasilo, Alisa Grace, and SoniaPenson, Assistant Principals;Jaime Barnes, Kathryn Murrow,Lori Crumpton, JenniferCoursin, and Angelica Dunbar,Instructional Coaches; JoeDarcy, Academic InterventionSpecialist; All Teachers

Weekly YOnce aWeek, onWednesday

An increase in the the5 Essentialcomponents of:Student-Teacher TrustSafety SupportiveEnvironmentReduction in Out ofSchool Suspensionsfor infractionslabeled, aggression,unsafe act, andfighting. Morestudents on the schoolsnapshot surveyindicating positivelytowards the schoolImprovement inteacher and studentattendance

Y

Middle School Essential Instructional Priority #3 – Skills for Future Ready Graduates

Essential Instructional Priority #3: Skills for Future Ready Graduates Seminole County Public Schools will prepare each student for academic and job related success in the 21st century by offering rigorous learning environments. A. Utilization of College Board/Khan resources to support future ready skill development of all students B. Connecting iJourney and iConnect to planning for high school and post-secondary college and career paths C. Developing expectations for success in college and careers for all students *All data targets are reported as percentages with the exception of the number of Digital Tools/Industry Certifications earned.

Indicators Strategic Plan Target AO students enrolled in advanced courses: Black B.2.7 AO students in advanced courses earning a grade of C or higher: Black B.2.7 AO students enrolled in advanced courses: Hispanic B.2.7 AO students in advanced courses earning a grade of C or higher: Hispanic B.2.7 AO students enrolled in advanced courses: FRL B.2.7 AO students in advanced courses earning a grade of C or higher: FRL B.2.7 Digital Tools/Industry Certifications Earned C.3

Middle School Instructional Priority #3 - Skills for Future Ready Graduates

Action Plan

AO Support and Monitoring


Byron Durias,Principal; EricBasilo, AlisaGrace, andSonia Penson,AssistantPrincipals; AllTeachers

PD(Y/N)

Y


Quarterly

Strategy/Action Item 1

AO support and monitoring All teachersmonitor 10+ AO students and track theirdata bi-quarterly (progress, report card,c9A data, trends noticed) Coachesfollow up with teachers if necessaryQuarterly meetings with Mr. Durias re:AO data and tracking Referral to Tier IIintervention if necessary

DeliverableDue Date

Quarterly


AO data tracking sheets


N/A

Digital Tools and Industry Certifications


Teachers will prepare students forsitting for digital tool and industry certexams.


Byron Durias,Principal, SoniaPenson, AssistantPrincipal, AlyssaShields, SAMDigital, Ms.Martinez, Mr.Springfield, Mr.Sarafan, Mr.Hernandez, Mr.Haibel, Ms. Paris,and Mr. BroadwayTeachers; FaithWhittingham,ePathwaysFacilitator

DeliverableDue Date

Ongoing

PD(Y/N)

Y


Ongoing


Increase in the number of digital tools andindustry certifications taken and passed


N/A

Teachers will track the number ofstudents showing proficiency on thepractice test before students sit for theexam. Students will take up to threeopportunities to pass the exam.

Quarterly Y As indicated by theCTE testing calendar

Increase in the number of digital tools andindustry certifications taken and passed

N/AByron Durias,Principal, SoniaPenson,AssistantPrincipal, AlyssaShields, SAMDigital, Ms.Martinez, Mr.Springfield, Mr.Sarafan, Mr.Hernandez, Mr.Haibel, Ms.Paris, and Mr.BroadwayTeachers; FaithWhittingham,ePathwaysFacilitator

N/AIncrease in the number of digital tools andindustry certifications taken and passed

BOY & MOY, asneeded

YAugust 9,2019

Byron Durias,Principal, SoniaPenson,AssistantPrincipal, AlyssaShields, SAMDigital, Ms.Martinez, Mr.Springfield, Mr.Sarafan, Mr.Hernandez, Mr.Haibel, Ms.Paris, and Mr.BroadwayTeachers; FaithWhittingham,ePathwaysFacilitator

CTE teachers will receive professionaldevelopment to customize Geometrixpractice to meet individual needs,based on practice test

Increase the number of uCertify testtaken aligned to standards taught.

Byron Durias,Principal,Sonia Penson,AssistantPrincipal,Alyssa Shields,SAM Digital,Ms. Martinez,Mr.Springfield,Mr. Sarafan,Mr.Hernandez,Mr. Haibel,Ms. Paris, andMr. BroadwayTeachers; FaithWhittingham,ePathwaysFacilitator

Ongoing N Throughout the year Increase in the number of digital tools andindustry certifications taken and passed

N/A

Essential Instructional Priorities

Best Practices for Inclusive Education (BPIE)

A. Supports implementation of improved inclusive practices for students with disabilitiesB. Designed to identify priority needs and organize resourcesC. Supports development of short and long term improvement strategiesD. Aligns with the district level BPIE

Once every 3 years, each school shall complete a Best Practices in Inclusive Education (BPIE) assessment and include improvement efforts in the school district’s exceptional student education policies and procedures. The due date of

the new BPIE is 3 years of less from the written date. § 1003.57, Florida Statutes

The school has developed, and regularly monitors progress for, goals related to short- andlong-term improvement efforts to implement and improve inclusive educational practices, asmeasured by the BPIE.

Partially Almost

School administrators communicate expectations for all school personnel to shareresponsibility for all the students in their building and consider all SWDs as general educationstudents first.

Partially Beginning

School administrators communicate expectations for all school personnel to use person firstlanguage in all written and verbal communications.

Not Yet

Action Plan

Indicator 1The school has developed, and regularly monitors progress for, goals related to short- and long-term improvement efforts to implement and improveinclusive educational practices, as measured by the BPIE.

Strategy/ Action Item 1

During pre-plan, the ExceptionalStudent Education team at SanfordMiddle School will provide professionaldevelop to increase the number ofSWDs being serviced in the generaleducation setting.


Byron Durias,Principal;Alisa Grace,AssistantPrincipal;Jaime Barnes,KathrynMurrow, LoriCrumpton,JenniferCoursin, andKaren Bullard,InstructionalCoaches; JoeDarcy,AcademicInterventionSpecialist; AllTeachers

DeliverableDue Date

August 8,2019

PD(Y/N)

Y


BOY


Teacher learning logs, observation data,MTSS data, IEPs, 504s


Y

Communicate short and long-termimprovement efforts to include theschool newsletter, website, data reports,meeting notes, admin and leadershipteam agendas

Byron Durias,Principal; EricBasilo, AlisaGrace, and SoniaPenson,AssistantPrincipals; JaimeBarnes, KathrynMurrow, LoriCrumpton,Jennifer Coursin,and KarenBullard,InstructionalCoaches; JoeDarcy,AcademicInterventionSpecialist; AllTeachers

Ongoing Y Quarterly Newsletters, meeting agendas, website,and family input on inclusive practices

Y

Provide data, reports, and analysis Byron Durias,Principal; AlisaGrace, AssistantPrincipal;Jennifer Baker,Susan Cline,SandraMaldonado-Ross, KateCorwin,Kenyatta Tyrell,Susan Cline,DebbieZacharias, ErikaMunoz-Karoul,ESE Teachers;Joe Darcy,AcademicInterventionTeacher

Ongoing N Quarterly Meetings with Mr. Durias and Mrs.Grace, reports of visits to classrooms,data of monitoring students in thegeneral education setting.

Y

Indicator 2

School administrators communicate expectations for all school personnel to share responsibility for all the students in their building and consider allSWDs as general education students first.


Communicate, clearly and consistently,that all school personnel share theresponsibility for all students in ourbuilding and that we consider SWDsgeneral education students first and thatSWDs are not the sole responsibility ofspecial education teachers duringacademic and non-academic schoolactivities


Byron Durias,Principal;Alisa Grace,AssistantPrincipal;Jaime Barnes,KathrynMurrow, LoriCrumpton,JenniferCoursin, andKaren Bullard,InstructionalCoaches; JoeDarcy,AcademicInterventionSpecialist; AllTeachers

DeliverableDue Date

Ongoing

PD(Y/N)

Y


Ongoing, Monthly,Quarterly


Professional Development, meetingagendas, staff newsletters, teacher datachats with the Principal and AssistantPrincipals


Y

Administer a staff survey to determinethe beliefs and attitudes towardsinclusive practices

BOY andEOY

Byron Durias,Principal; EricBasilo, SoniaHwang-Penson, AlisaGrace,AssistantPrincipal;Jaime Barnes,KathrynMurrow, LoriCrumpton,JenniferCoursin, andKaren Bullard,InstructionalCoaches; JoeDarcy,AcademicInterventionSpecialist; AllTeachers

Y Semester one and two Survey data results Y

Indicator 3

School administrators communicate expectations for all school personnel to use person first language in all written and verbal communications.


Provide all school personnel withongoing information and resources onperson first language.



DeliverableDue Date

Ongoing

PD(Y/N)

Y


Monthly, Quarterly


Staff and community newsletters, sharedarticles and resources/publications,professional development


Y

Provide guidelines on the use of personfirst language in all written, electronic,and verbal communication


Ongoing N Ongoing Staff and community newsletters,resources, admin and leadershipagendas, meeting notes

Y

Professional Development Plan

Instructional/Other NeedsAddressed

PD aligned with our schoolmission and vision that willallow every teacher a chance toincorporate STEM conceptsand activities into their ownclassrooms.

# AnticipatedParticipants

100

Position(s)Responsible

Byron Durias,Principal; SoniaHwang-Penson,Assistant Principal

PD Activity

Stemify Your School Session I, MagnetSchools of America: STEM Integration:Develop a common language, knowledge,understanding and vision for STEMeducation at SMS

SIP Priority#

1, 2, 3

Date orSchedule

August 7, 2019

PDParticipants

School-wide

August 21,2019

School-wide 100 Byron Durias,Principal

Planning Tools for Student Success withDr. Gooch

1,2 N/A

Identifying High Yield InstructionalStrategies with Dr. Gooch

1,2,3 August 28,2019

N/A School-wide 100 Byron Durias,Principal

Professional Learning Communities(PLCs)

1,2 At leastmonthly

Continuous Improvement,Collaborative Planning

Content AreaTeams

15 -20 Byron Durias,Principal; EricBasilo, Alisa Grace,Sonia Hwang-Penson, AssistantPrincipals; JaimeBarnes, LoriCrumpton, AngelecaHughes, KathrynMurrow Coaches;Curriculum Leaders

Community of Learners (COLs) 1.2 At least weekly Continuous Improvement,Collaborative Planning

5 -7Grade-level,content teacherteams

Byron Durias,Principal; EricBasilo, Alisa Grace,Sonia Hwang-Penson, AssistantPrincipals; JaimeBarnes, LoriCrumpton, AngelecaHughes, KathrynMurrow Coaches;Curriculum Leaders

1,2 Twice a month,beginning thesecond nine-weeks

Leadership development,shared accountability for adultlearning

School-wide 100Teacher-Led Professional Developmentaligned to the following PD focus areas:Instructional Practice, STEM Integration,Equity & Social Justice, Technology inthe Classroom, Wellness & Self-care, andBest Practices

Byron Durias,Principal; EricBasilo, Alisa Grace,Sonia Hwang-Penson, AssistantPrincipals; JaimeBarnes, LoriCrumpton, AngelecaHughes, KathrynMurrow Coaches;Curriculum Leaders;PDProposer/Facilitator

1, 2 Teachers will understand theTier II process and how it willimpact student learning andachievement by providingdesignated times and spaces tocontinue unfinished learningbased in essential standards

School-wide 100PLCs: Laying the Ground Work forEffective Intervention—Identify EssentialOutcomes for All Students


September 4,2019

EdInsight as a tool to support ourcollective responsibility of monitoringand supporting target groups--HL1, HL2,& LL3

DuringCOL/PLC

A presentation outlining how topull High L1, L2, and Low L3student data in every teacher's2nd period class so they caneffectively track and monitortheir student progress

School-wide 100 Byron Durias,Principal, LizKelsey, DigitalLearning Leader,Eric Basilo, AlisaGrace, SoniaHwang-Penson,Assistant Principals;Jaime Barnes, LoriCrumpton, AngelecaHughes, KathrynMurrow Coaches

1,2

Create Common Pacing Guides &Curriculum Maps Each Teacher willfollow

1,2 Quarterly COL, PLCs 100Allow teachers to understandpacing guides, curriculummaps, and their importance inthe planning process to ensureessential standards are coveredto fidelity


Quarterly School-wide 100SIP Quarterly Strategic Planning PLC Byron Durias,Principal; EricBasilo, Alisa Grace,Sonia Hwang-Penson, AssistantPrincipals; JaimeBarnes, LoriCrumpton, AngelecaHughes, KathrynMurrow Coaches;Curriculum Leaders

Data from the C9As will bedisaggregated by curriculumleaders and presented to thestaff to promote collectiveresponsibility, examine trends,identify areas of improvement,and determine next steps. CLswill present their grade leveldata

1,2

Social Justice Teaching 101 October 18,2019

• To create and sustainclassroom and schoolenvironments that honordiversity, equity and justice; •Speak up—and teach studentsto speak up—against bias andinjustice; • Build acollaborative and respectfullearning community with adiverse group of learners andeducators.

N/A 40 -80 Byron Durias,Principal

1, 2

Stemify Your School Session II, MagnetSchools of America: STEM Integration:Develop a common language, knowledge,understanding and vision for STEMeducation at SMS

1, 2, 3 October 18 PD aligned with our schoolmission and vision that willallow every teacher a chance toincorporate STEM conceptsand activities into their ownclassrooms

School-wide 100 Byron Durias,Principal; SoniaHwang-Penson,Assistant Principal

1,2Teachers Observe Teachers & MakingData Public

Improving teacher practice,sharing best practices, increasenumber of times teachers visitother teachers' classrooms.Build shared accountability,reinforce positive message andinstill healthy competitiveculture

All teachers Byron Durias,Principal; JaimeBarnes, InstructionalCoach

100September 25

School-wideOctober 2 1002 Byron Durias,Principal; KristenFallen, SchoolMental HealthCounselor; AshleySanders; DistrictMental HealthCounselor

Youth Mental HealthAwareness

2 HR PD: Mental Health Awareness

1, 2 November 62 HR PD: Quality Instruction Vision for quality standards-based instruction

All teachers 100 Byron Durias,Principal

All teachers Byron Durias,Principal

100March 4, 20202 HR PD: Future Ready Skills forGraduates

3 Support teachers understandingand implementation of theFuture Ready Skills model

Principal's Skinny: Powerful Factors thatMake a Difference 1, 2, 3

May 18 110Identify the high yield factorwhat will increase the speed ofquality change and to achievelarge-scale whole systemimprovement

Byron Durias,Principal

School-wide

Documents

S e m i n ol e C ou n t y P u bl i c S c h ool s · 2019-10-10 · S e m i n ol e C ou n t y P u bl i c S c h ool s T he M i s s i on of t he S e m i nol e C ount y P ubl i c S c