2014-2015School Improvement Plan (SIP)-Form SIP-1
Florida Department of Education
The Manatee County School District
School Improvement Plan (SIP)
Form SIP-1
Non-Title I Middle Schools
2014-2015 SCHOOL IMPROVEMENT PLAN
PART I: Current School Status
School Name: Nolan Middle School / District Name: School District of Manatee CountyPrincipal: Scot Boice / Superintendent: Rick Mills
SAC Chair: Robyn Richards / Date of School Board Approval:
Nolan Middle School Mission Statement: The mission of Nolan Middle School is to inspire students with a passion for learning, empowered to pursue their dreams confidently and creatively while contributing to the community, nation and world.
Nolan Middle School Vision Statement: To grow educational experiences in all students and provide them with the tools for success in all that they wish to accomplish.
School Environment
Describe the process by which the school learns about students' cultures and builds relationships between teachers and students.
Nolan Middle School provides opportunities in every classroom with the sharing of cultures and cultural experiences. We provide each student with back ground knowledge of
different cultural mores and monitor classroom participation through classroom walk-throughs and providing opportunities for peer sharing and development of lessons.
Par Relationships are enhanced between teachers and students through teachers providing learning opportunities in which students take an active role in development of personal
growth plans and monitoring these plans providing support and materials necessary for success.
Describe how the school creates an environment where students feel respected before, during and after school.
An environment of reciprocated respect amongst all stakeholders is an essential part of the Nolan environment. Before and after school support is provided through tutor opportunities from participating teachers and NJHS student peers. A before and after school program is provided by the YMCA. The YMCA provides social and morally sound opportunities for students to complete homework and play games or participate in program activities. During school students have a voice in stating their feelings and are encouraged to notify an adult should the student feel uncomfortable or feel they may need extra support to work out a solution. Nolan also offers peer mediation in which students can bring issues to a trained peer and school counselor and work out a solution.
Describe the school-wide behavioral system in place that aids in minimizing distractions to keep students engaged during instructional time.
A gold card reward and monitoring system is in place at Nolan Middle School. Students are given three chances as progressive warnings leading eventually to a discipline referral. These chances are warnings with parent notification and a counselor is part of the process at the third warning level. A behavioral matrix is in place listing actions which will occur dependent on the issue. Teachers are encouraged to provide bell-to-bell instruction and technology enhancements are encouraged to provide opportunities for higher levels of engagement by providing 21st century learning opportunities. Differentiation of instruction and higher order questioning techniques are required to grow student's learning opportunities as critical thinkers and problem solvers.
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Describe how the school ensures the social-emotional needs of all students are being met, which may include providing counseling, mentoring and other student services.
All Nolan students are assigned to a counselor, support specialist and an administrator. These adults provide services beyond the classroom teacher’s daily support. Counseling and mentoring are provided services and there is an opportunity for peer mediation and peer group sessions for students with like concerns. If a student should have further needs a school social worker and psychologist may be provided as challenges arise. For physical needs a school nurse is always available to provide support for health and medication needs. Adult mentor volunteers also provide students with extra support. Adult mentors are provided through on-campus volunteers and outside community volunteers.
Early Warning Signs and Goals for Prevention / Problem-Solving Process to Increase Student Achievement
Based on the analysis of student achievement data, identify and define areas in need of improvement. / Anticipated Barrier / Strategy / Person or Position Responsible for Monitoring / Process Used to Determine Effectiveness of
Strategy / Evaluation Tool
Attendance will be monitored for all students below 90% of year-long attendance. Based on last year’s data 12% (132) were reported having absenteeism below 90% for the overall year. . We project in 2014-2015 to reduce this number by 10% (13). / Illness, parent apathy, student apathy / Report all excessive absenteeism of students to district (Steve Wigginton). / Administrators: Scot Boice, Tamara Cornwell, Steve Zickafoose,
Guidance Counselors: Lisa Hales, Frank McNellis, School Specialists, Teachers,Registrar Ciccone, SRO, District Steve Wigginton / Absences will be monitored through the teacher roll reporting in the FOCUS system. / FOCUS system and monitoring/reporting.
Students with excessive suspensions as designated by missing greater than 10% of the school year (18+ days). Based on last year’s data .08% (9) students had excessive absenteeism due to suspensions.. We project in 2014-2015 to reduce this number by 10% (1). / Students who have been suspended through the court system and unable to reach parents.
Students who chose to behave in such a manner that suspension is one of the only options. / All suspension records will be monitored through the FOCUS system.
Excessive suspensions will be reported to both parents and the district.
Student may be reassigned to an alternative site in order to make up work. / Administrators: Scot Boice, Tamara Cornwell, Steve Zickafoose,
Guidance Counselors: Lisa Hales, Frank McNellis, Teachers, Clerk Shock, School Specialists, SRO, District / Suspensions will be monitored and alternative suggestions we be allowed for students to make up work such as eTech class or PLATO.
Success will be monitored through the number of students who decrease days suspended and increase grades and citizenship. / FOCUS system and monitoring/reporting.
A school-wide behavior system is in place called a Gold Card system. This system rewards good behavior and reminds a student of behaviors that should not be repeated. Based on last year’s data 4% (40) students moved past a gold card to a referral process. These students were ineligible to attend reward functions due to excessive disciplinary infractions. We project in 2014-2015 to reduce this number by 10% (4) . / Students’ choosing distractions over academics. No parental support. / Positive responses and rewards for good behavior. End of year reward trip for students.
Reporting positive behavior to parents. / Administrators: Scot Boice, Tamara Cornwell, Steve Zickafoose,
Guidance Counselors: Lisa Hales, Frank McNellis, Teachers, Clerk Shock, School Specialists, SRO, District / Number of students attending positive reinforcement activities will increase. / FOCUS system and monitoring/reporting.
Students who fail a core academic course including English Language Arts, Math, Science and History. Based on last year’s data:
The number, by grade, of students who failed a core subject were as follows:
Grade / Subject / Number of Students who failed.
6th Grade / LA / 0
Math / 6
SS / 1
Sci / 2
7th Grade
LA / 4
Math / 2
SS / 1
Sci / 0
8th Grade
LA
Math
SS
Sci / 1
Total / .1% / 17
/ Students who choose not to complete their work due to apathy or non-understanding / Every student will be monitored in FOCUS. Teachers will call parents at home on every student receiving an F in class. Students who are performing at a D or F level will be brought in for a guidance chat every 4 weeks to formulate strategies for success. Students will be offered free tutoring and mentoring through school based and voluntary support. Plato will be offered to students who need to recover a core course grade. / Administrators: Scot Boice, Tamara Cornwell, Steve Zickafoose,
Guidance Counselors: Lisa Hales, Frank McNellis, Teachers, Data Coach Scott Jeffers, School Specialists, District / Number of students who pass academic courses. / FOCUS system and monitoring/reporting.
Students receiving a level 1 on State assessment in English Language Arts, Mathematics, and/or Science. Based on last year’s data students scoring a level 1 were 10% of 6th, 7th, and 8th grade students in Reading, 10% of 6th, 7th and 8th grade students in Math and 8% of students in 8th grade Science. . We project in 2014-2015 to reduce this number by 2%. / Students who do not take the test seriously. A test systems glitch. Students who may be test phobic. Teachers not covering the material providing adequate skills for students to reach mastery. / Students will receive Success Maker remediation in Reading and math. Students in 8th grade Science and Civics will be able to use Study Island to help reinforce standards needing remediation. Students will be monitored and receive the opportunity for tutoring and mentoring to support academic needs.
Intervention strategies for students who had early warning signs for two or more categories included:
1.Monitoring by Guidance Counselors and administrators
2. Regular contact with student (10+ meetings) to monitor progress and set up a Goal plan for success with the student.
3. Contact was made by guidance counselor to guardian to help support the student plan for success.
4. Intervention groups were put into place to help problem solve barriers and make goals for success.
5. Mentors were assigned. These mentors were staff members, teachers, volunteers, and older students.
6. One-to-One Tutors were provided.
7. Grade level intervention meetings were held to discuss expectations and goal setting.
8. Teachers met with students and established goals for success. Data was monitored to try and provide support needed to remediate standards not mastered. Phone calls were made home to guardians if student was failing a class during both progress report and report card issuance. Teachers mentored and provided tutor opportunities before, during and after class.
9. Plato (Credit Recovery program) began with 8th graders following 1st semester in order to recover a missing quarter so students would have an early intervention for credit recovery. 7th graders were also assessed and if there were seats available, 7th grade students with multiple recovery needs were placed in Plato as well. At the end of 3rd quarter, if seats were available, 6th graders with multiple recovery needs were placed into PLATO to try and gain credit recovery to reinforce passing for the year. Students were taken out of elective classes in order to attend the PLATO course recovery opportunity. / Administrators: Scot Boice, Tamara Cornwell, Steve Zickafoose,
Guidance Counselors: Lisa Hales, Frank McNellis, Teachers, Data Coach Scott Jeffers, School Specialists, District / Students academic progress will be monitored and students will be provided academic support for reaching mastery of skills. / FOCUS system and monitoring/reporting.
Grade / Number of Students who failed 1 or more courses 2013-2014 / Number of students who had Attendance < 90% / Suspended 1 or more times In -And/Or- Out Of School / Level 1 Reading / Level 2 Reading / Level 1 Math / Level 2 Math
6th / 8 / 2 / 3 / 2 / 2 / 2 / 4
7th / 14 / 5 / 6 / 8 / 2 / 8 / 4
8th / 1 / 1 / 0 / 0 / 0 / 0 / 0
*Explain your school’s goal, what you will need to achieve this goal and how you will achieve your goal. Include goals for the Florida Alternate Assessment (FAA) and Comprehensive English Learning Assessment (CELLA).
Family and Community Involvement
Family and Community InvolvementIdentify the school-based Leadership Team.
Principal: Scot Boice
Assistant Principals: Tamara Cornwell and Steve Zickafoose
Guidance Counselor(s):
6th Grade: A-I LisaHales , J-Z Frank McNellis
7th Grade: Lisa Hales
8th Grade: Frank McNellis
SSS: Carrie Rainwater and Wende Wicks
Media Specialist / Web Designer: Marie Masferrer
Facebook Page: Staff Member SueAnn Ciccone
ELL Liasion: Mrs. Batista
ESE Specialist: Diane Rawley
Community Members: As Applicable
Community Volunteers: As Applicable
SAC / PTO: As Applicable
Classroom Teachers: As Applicable
Parents: As Applicable
Describe how the school works at building positive relationships with families to increase involvement, including efforts to communicate the school’s mission and vision, and keep parents informed of their child’s progress.
Nolan Middle School has a SAC and PTO where school, family and community members get together to support the school’s mission and vision. Nolan holds 7 SAC and PTO meetings per year, the SIPS plan is reviewed and monitored yearly and SAC members participate in the approval of the SIPS plan. A Website is maintained to inform all stakeholders of upcoming events and important notices and information. A Facebook page is updated and maintained by staff member SueAnn Ciccone. Nolan produces a quarterly school newsletter and posts the newsletter on-line and in print. A school-wide lesson plan is submitted through On-Course to provide every parent with daily homework and classroom assignments and expectations. A FOCUS system is offered by the district and every parent has access to assessment student grades and classroom progress. Teachers, Guidance Counselors, ELL Liasion, ESE Specialist and Administrators call parents providing information on students’ successes. We communicate on students’ progress, provide support opportunities and give information on events and specific needs. Multiple events are offered to provide parents and community members the opportunity to visit our school and we strive to build relationships with family and community members.
Describe the process by which the school builds and sustains partnerships with the local community for the purpose of securing and utilizing resources to support the school and student achievement.
Community members are invited to participate on the SAC committee. Business outreach is offered through ePIE partnerships in education opportunities. In 2013-2014 a Nolan Middle School nominated business partner won small business partner of the year. Nolan Middle School also has a Banner Buddy program in which business partners can advertise on banners posted on the school fence. Nolan Middle School also holds an annual HolidayFestival where community businesses are offered an opportunity to sell holiday crafts in the school gymnasium. In the Spring, Nolan Middle runs an event called Nolan Night on Main Street in which Nolan hosts a street fair with community vendors and sponsors.
Public and Collaborative Teaching
Public and Collaborative TeachingIdentify the school-based Leadership Team.
Principal: Scot Boice
Assistant Principals: Tamara Cornwell and Steve Zickafoose
Team Leaders: Jaimi Lowe, Marianne Maginot, Jason Troop, Diane Rawley, Joan Ortiz
SSS: Carrie Rainwater and Wende Wicks
Community Members: As Applicable
Community Volunteers: As Applicable
Classroom Teachers: As Applicable
Parents: As Applicable
Describe the school’s strategies to encourage positive working relationships between teachers, including collaborative planning and instruction.
Collaboration is encouraged through striving to make sure every student makes progress and achieves their goals. We use data analysis through disaggregation of State Assessment Data and quarterly benchmark assessments. We compare the results of this data analysis to what we see mastered in the classroom. Teachers are given time to collaborate once a month to plan for integration of instruction. Some teachers choose to further their progression by participating in a book study or web based learning cadre.
Describe the school’s strategies to recruit, develop and retain highly qualified, certified-in-field, effective teachers to the school. Providing support to new teachers is essential. It is important to visit classrooms and provide the materials needed for student success. Teachers are provided opportunities to take district classes for endorsements and certification needs. Recruitment drives are provided through district support.
Ambitious Rigorous Instruction and Learning
Instructional Programs and StrategiesIdentify the school-based Leadership Team.
Principal: Scot Boice
Assistant Principals: Tamara Cornwell and Steve Zickafoose
Data Team and School Leadership Team
Guidance Counselor(s): As Applicable
6th Grade: A-I LisaHales , J-Z Frank McNellis
7th Grade: Lisa Hales
8th Grade: Frank McNellis
Classroom Teachers: As Applicable
Students: As Applicable
Describe how the school ensures its core instructional programs and materials are aligned to Florida’s standards.
All teachers’ lesson plans are analyzed for standard based instructional planning. Collaboration between teachers and teachers/administrators are held to ensure that the most effective strategies are used to support mastery of State standards. Classroom walk-throughs are provided by administrators and results of the walk-throughs are shared with teachers and are expected to follow standard based instructions. Students are questioned during walk-throughs to assure they are understanding standard goals. Student standard mastery is monitored through quarterly benchmark assessments. Remediation opportunities are offered through reinforcement of systems such as Study Island and providing support through bell-work practice and dedication of time in classrooms.
Describe how the school uses data to provide and differentiate instruction to meet the diverse needs of students.
Data is analyzed through State Assessment results and the sharing of disaggregated data. Benchmark assessments, Eduforia and Focus systems provide snapshots of data information for analysis and use for student achievement goals. Remedial programs such as Success Maker Math and Reading help provide support to students who received a 1 or 2 on the State Assessment. These scores are monitored by teachers and administrators and individual sessions are held by teachers with students to set goals for success. Parents are updated on their student’s progress through weekly reports. Students are scheduled in classrooms with highly qualified, in-field instructors. All students are provided cultural experiences that encourage supporting diverse cultural understanding for understanding of global citizenry.
Student Transition and Readiness