Sylvan Hills Milldle’s School Improvement Plan

Goal 1: Achievement

To improve educational achievement of all students by 7% during the 2019-2020 school year.  

Data

Description: The information used to identify opportunities.

The Every Student Succeeds Act Index on the myschoolinfo website indicates that Sylvan Hills Middle School (SHMS) earned a school rating of 63.58% (D). However, the school was only .15 percentage points away from a C school rating.

Interventions:

Description: These are the steps being taken to address the goal.

  • Students will engage in daily intervention activities using Lexia and Imagine Math which will provide students with access to instruction in their individual areas of need.
  • Students will work in teacher led small groups that allows them access to standards based instruction using texts and materials at the level determined by NWEA MAP and other historical assessments.
  • After school credit recovery
  • PCSSD RTI Process
  • Literacy Action Plan

Evidence

Description: Outlines the material used to support the interventions.

  • Usage and growth reports from Lexia and Imagine Math
  • Classroom walk-through data to assess the implementation and effectiveness of small groups.
  • After school credit recovery documentation - grades, failing letters to parents, letter to parents of credit recovery program
  • RTI documentation
  • Mentor groups meeting agendas and sign-in, pre and post of grades and discipline data of group of students
  • Core PLC meeting agendas, minutes, and sign in sheets

Evaluation

Description: Measures progress toward the goal.

  • Ongoing data analysis to determine trends that affect African American students in a positive or negative manner.
  • After school credit recovery - evaluate students status on completely assignments in credit recovery weekly.  Identify students that are at risk of failing at interim of each nine weeks and quarterly
  • PCSSD RTI Process - a weekly review of students that are receiving interventions based on RTI process.
  • Mentor groups - monthly monitoring of progress of students that are in mentor groups
  • Study Centers - ongoing review of students performance throughout the school year as data is released
  • Ongoing professional development based on results from data analysis results that affect African American students in a positive or negative manner
  • Documentation of evaluation to include proof of monitoring students progress throughout the school year to determine the effectiveness of each intervention

Goal 2: Performance Gap

To decrease the performance gap between white students and African-American students by raising achievement in African American students at a greater rate than white students.  Improvement in both groups is expected through the systematic design, selection, and implementation of intervention programs.   These programs will provide effective remediation and/or adaptation to individual or group needs.

Data

Description: The information used to identify opportunities.

  • Current quarterly grade distribution by teacher and grade level *see Goal 1
  • 2019-2020 MAP Interim assessment data by teacher, grade level, and teams *see Goal 1
  • Previous ESEA Reports including school report card by school and content area *see Goal 1
  • 2018-2019 ACT Aspire Summative assessment data by school, teacher, and grade level  *see Goal 1
  • CWT Data by school, grade level, teams, and teacher

Interventions:

Description: These are the steps being taken to address the goal.

  • Focus CWT to address instructional deficits that may appear from grading trends and assessment data

  • Professional development with a focus on instructional strategies used in the classroom to address students needs and various learning styles

  • Study centers targeting students for remediation in ELA and math to address learning gaps based on data from assessments and classroom assignments.

Evidence

Description: Outlines the material used to support the interventions.

  • CWT data, results from MAP Interim and Summative assessments, STAR results, Renaissance reports
  • Meeting agendas, minutes, and sign in sheets
  • RTI documentation, teacher lesson plans and student work, growth reports

Evaluation

Description: Measures progress toward the goal.

  • Ongoing data analysis to determine trends that affect African American students in a positive or negative manner.
  • Occurrence of evaluation methods is determined by the frequency of intervention
  • Ongoing professional development based on results from data analysis results that affect African American students in a positive or negative manner
  • Documentation of evaluation to include proof of monitoring students progress throughout the school year to determine the effectiveness of each intervention

Goal 3: Participation

To increase the number and proportion of African American and disadvantaged students participating in extracurricular activities, gifted programs and honors, enriched, and advanced placement courses to reflect our building demographics...currently 51% white and 49% black.

Data

Description: The information used to identify opportunities.

  • Current quarterly grade distribution by teacher and grade level *see Goal 1
  • 2019-2020 STAR assessment data in math and reading by grade level *see Goal 1
  • 2019-2020 MAP Interim assessment data by teacher, grade level, and teams *see Goal 1
  • Previous ESEA Reports including school report card by school and content area *see Goal 1
  • 2018-2019 ACT Aspire Summative assessment data by school, teacher, and grade level  *see Goal 1
  • CWT Data by school, grade level, teams, and teacher
  • Orleans Hanna (OH) Algebra Prognosis Test (Math) results by grade level
  • Team Rosters by race and grade level
  • Discipline data by race, gender, and grade level

Interventions:

Description: These are the steps being taken to address the goal.

  • Monitor class rosters, club rosters, team rosters, placement of students in pre-advanced placement (pre-AP)courses to ensure diversity with a focus on providing equitable opportunities for African American and disadvantaged students

  • Partnership with UA - Pulaski Technical College that allows 30 students from underrepresented groups to attend summer STEM camp at no cost to students

  • Provide support for targeted students that participate in Science Fair.

Evidence

Description: Outlines the material used to support the interventions.

  • Percentage of students enrolled in clubs, extracurricular activities and classes by race, gender, and grade level; percentage of students placed in pre-AP classes in math based on OH Data for math placement by grade level and race based on data, percentage of students placed in pre-AP recommendation in ELA, Social Studies, and Science classes based on data

  • Summary of students that attend UA - Pulaski Technical College STEM program

  • Science Fair Packet with detailed instructions including rubric to increase students understanding of how to participate in a science fair project and documentation from teachers on support was provided to students that participated.

Evaluation

Description: Measures progress toward the goal.

  • Ongoing data analysis to determine trends that affect African American students in a positive or negative manner.
  • Occurrence of evaluation methods is determine by the frequency of intervention
  • Ongoing professional development based on results from data analysis results that affect African American students in a positive or negative manner
  • Documentation of evaluation to include proof of monitoring students progress throughout the school year to determine the effectiveness of each intervention

Goal 4: Discipline

To reduce the number of discipline problems and classroom disruptions caused by all students, regardless of race or background by 10% as compared to 18-19 data.

Data

Description: The information used to identify opportunities.

  • Discipline data by race, gender, and grade level
  • Report from PCSSD Equity and Pupil Services based on race, gender, and grade level
  • DMP data based on teacher, race, gender, and grade level

Interventions:

Description: These are the steps being taken to address the goal.

  • Focus CWT to address instructional deficits that may appear from grading trends, assessment data, and discipline data
  • Professional development with a focus on instructional strategies used in the classroom to address students needs, various learning styles, classroom management strategies
  • Student Assistance Center (SAC)
  • DMP
  • Mentoring programs
  • Implement AVID at 7th grade level with plan to go school wide in 20-21.
  •  Implement PBIS school wide.

Evidence

Description: Outlines the material used to support the interventions.

  • CWT Data by school, teacher, and grade level
  • Professional development meeting agendas, minutes, and sign-in sheets
  • Discipline data based in race, gender, and grade level
  • DMP data based on race, gender, and grade level
  • Mentor groups meeting agendas and sign-in, pre and post of grades and discipline data of group of students

Evaluation

Description: Measures progress toward the goal.

  • Ongoing data analysis to determine trends that affect African American students in a positive or negative manner.

  • Occurrence of evaluation methods is determined by the frequency of intervention

  • Ongoing professional development based on results from data analysis results that affect African American students in a positive or negative manner

  • Documentation of evaluation to include proof of monitoring students progress throughout the school year to determine the effectiveness of each intervention

Goal 5: Attendance

To increase student attendance and reduce suspensions and grade retention for all students, regardless of race or background.

Data

Description: The information used to identify opportunities.

  • Current quarterly grade distribution by teacher and grade level
  • Discipline data by race, gender, and grade level
  • Report from PCSSD Equity and Pupil Services based on race, gender, and grade level
  • Retention packet documentation including parent conference, RTI documents, grades, assessment data

Interventions:

Description: These are the steps being taken to address the goal.

PCSSD Attendance Policy and Procedure for attendance recording, notification and reporting will be strictly adhered to by SHMS.

  • Automated call outs (Elementary by 9:00 am: Secondary within the first 30 minutes of the 1st class where the student is reported absent)
  • Parent notification letter mailed at five unexcused absences in any class period
  • Letter to parent with referral form attached and emailed to prosecuting attorney
  • Call to DHS hotline to report excessive absences
  • Student dropped for non-attendance after the 10th consecutive day of absence
  • Notification of non-attendance drop form sent to parent and DFA Drivers Control

Evidence

Description: Outlines the material used to support the interventions.

  • Absence report
  • Parent 5 day letter
  • Call out report: Updated information list call log
  • Excessive absence referral form; Certified letter receipt; Form Letter to parent
  • Call log to DHS
  • Non-attendance Drop Form TAC/HAC
  • Certified mail receipt; DFA Notification Driver’s Attendance Form

Evaluation

Description: Measures progress toward the goal.

  • Ongoing data analysis to determine trends that affect African American students in a positive or negative manner.

  • Occurrence of evaluation methods is determine by the frequency of intervention

  • Ongoing professional development based on results from data analysis results that affect African American students in a positive or negative manner

  • Documentation of evaluation to include proof of monitoring students progress throughout the school year to determine the effectiveness of each intervention.