School Improvement Plan For The Middle School

Ann feels like this needs to be better defined with our PBIS and feels that this is an area that as a school we need to improve on. Scott discussed that at the end of each school year staff completes a Tiered Fidelity Inventory (TFI) survey to see how we are doing in this area. The PBIS team completes the survey first and then staff. After the survey is completed administration looks at the the survey to determine outcomes for each year. One that he would like to see is staff accountability.

To begin, Students need positive social environments to grow healthy relationships between other students and staff. Not only does socializing play to common sense, but it has also been studied and proven by numerous institutions. For example, an article written for the Journal of Counseling and Development found that, “[S]tudents’ relationships and emotional connections to their teachers are highly associated with academic success” (qtd.in Bryan). Teamwork and critical thinking are spawn from interaction between those with whom we mingle on a daily basis, i.e. school mates and teachers. What better time to interact with others, than lunch time. Lunch time allows for a comfortable environment where children can interact with each

Forming and maintaining positive relationships within a school setting is of great importance. To have good relationships with pupils, staff and parents is not only beneficial to the school but also to pupil’s achievement.

Students in the classroom come from a variety of backgrounds. Their lives are shaped by their families, their communities, but also their peers in school whom they will spend hours a day with throughout their educational career. The ability to form relationships with others, to create lasting friendships that grow and evolve with time, is detrimental to all children and their development. Lacking the ability to do so, whether it is directly because of their conditions or because of how other students perceive them, can dramatically harm them emotionally and mentally.

6th grade is a hard year. You’re the leader of the school. Theres many things I want to accomplish before middle school. One of the things i want to accomplish is to be really good at math and do good on all the tests.

I am Hayley Romero. I attend Anna L. Klein school. I am 13 years old, and have big dreams. I was born in North Bergen, New Jersey. I am Ecuadorian, and I am proud. I am the only child, but I have a dog named Snoopy. I believe that I am an excellent student for County Prep High School. It would be a great opportunity for me and it is something that I am very excited to be a part of. I am a very sterling student and work very hard in school. I care a lot about my grades and continuously find areas where I can improve. I feel that being a part of County Prep High School would be a great jump-start to my future. I love to learn and always strive to improve myself. I always take pride in my schoolwork and work hard.

“…apart from the prime and given responsibility of teaching selected content and skills, middle school teachers must be about the business of helping students believe in themselves, form their character, discover their interests, nurture their potential, gain a sound perspective on their physical development and related health issues, and develop those universally and critically important humanitarian and social skills—all while daring them to be their best selves, to breath deeply, and to live well at the moment.”

Promote positive social connections between staff and students, among students, and between schools and home.

Strategies that are in place are teachers and administration walk-through with feedback for growth. The school also provides support for teachers whose performance was

Each student is monitor as they are learning through research-based information to become effective in their academic. If the student is struggling in their academics, their formative and summative assessment would provide the data to move the student to Tier

These tiers develop school-wide, targeted and individualized interventions and supports to improve the school behavior culture. All students receive Tier 1 interventions, including students with emotional and behaviourial difficulties. Tier 2 interventions are targeted at students who are not responding to Tier 1 of support. These students usually have both academic and behavior difficulties and require additional support in other areas, for example social skills and self-management skills. Tier 3 interventions support students who have not responded to Tier 1 or Tier 2 interventions. Often students requested for this intervention will have a mental health disorder, serious emotional problems or significant behavioral

To emphasize how much Lawton M. Chiles Elementary value public and collaborative teaching a little more, it also included in its school improvement plan strategies for recruiting, developing, and maintaining effective teachers in the school. Lawton M. Chiles Elementary participates in the Site-based Internship Program and Pro-Teach Program from the University of Florida. Upon hiring new and beginning teachers, the school assigns a mentor teacher to each so that the mentor teacher, grade-level team, and administrators can provide adequate support and resources to these new teachers.

The intervention model we use in our school is RTI. With Response to Intervention the instruction that as a function of the outcomes of the assessments. RTI drives changes in hopes to see in students succeed, who are identified at some level of risk for not meeting academic expectations. Tiered instruction represents a model in which the instruction delivered to students varies and are related to the nature and severity of the student's difficulties. This model is sub divided by 3 tiers:

The primary function of these supports is to serve as a proactive support for the schools. Intense focus is supporting schools with state-specific audits to ensure schools are meeting both state and charter agreement requirements. Following each K12 internal Operations site visit review, the schools work directly with the Compliance Director to remediate any areas identified during the audit, either with policy support, implementation or creating sustainable practices. All audit and remediation growth is documented within an internal report tool called the Red, Yellow, Green Tracker (RYG), which provides both K12 and the school's immediate insight into their inner health as well as direct guidance on how to correct areas of concern. Further, the Compliance Director supports schools with new state or federal regulations, providing guidance, professional development, and a catalyst to initiate research or systems needed for continuous

School improvement is transformation. It is one of the most important actions of a school. It is a process that schools must use with fidelity to ensure that at all students are given the opportunity to perform and achieve at exemplary levels. School improvement is vital to schools and it is a process that cannot be done in isolation. It requires team work, collaboration, and constant analysis of data and setting of goals. School improvement goals focus on how to meet the needs of students. Addressing the educational needs, funding, and achievement gaps between subgroups is collaborative effort involves everyone that has a vested interest in the schools. These basic measures set the foundation for improvement. And so, if it is the