School Improvement Plan: Math, ELA, and US History Goals

School Overview and Area of Improvement

The school selected for improvement is a Title I senior high school located in Florida's Miami-Dade County. With a population of 1,310 students, the school is guided by the mission of providing a safe and effective learning environment in which all students experience academic, social, and career-related success in becoming lifelong learners in a dynamic society. The school serves a multicultural student population, of which African Americans make up 71 percent, Hispanics 23 percent, whites 2 percent, and Asians 2 percent. Eighteen percent of the student population are ESOL students, while 12 percent are learners with special needs under the state Exceptional Student Education (ESE) program. The school is committed to offering students a curriculum that meets current academic and enrichment needs and sets students up for future success.

A notable innovation is the school's Magnet Program and Academies, which offer students the opportunity to select a career path in one of five areas: BEAM (Biomedical and Environmental Advancement Magnet), AP Capstone, iPrep, the Academy of Information Technology, or the Academy of Finance. Based on student performance reports from 2017 to 2019, the identified area of improvement is academic achievement in math, US History, and ELA reading proficiency. The school's performance in all three subjects has consistently been below the district average. Average performance in math and ELA reading proficiency decreased by 2 percent and 7 percent, respectively, between 2017 and 2019, while US History performance remained fairly the same. The suggested plan revolves around strengthening students' grasp of these three subjects to help them gain maximum proficiency in each area.

Data Presentation and Analysis

Several conclusions can be drawn from the available data. First, the school's performance in all three subjects has consistently been below the district average. According to the Florida Department of Education EOC Data, the district's average performance in US History improved from 47 percent in 2017–18 to 63 percent in 2018–19. The department attributes this improvement to new initiatives including standards-aligned instruction, data-driven support, and instructional coaching instituted at the district level. The school's performance in US History over the same period, however, differs significantly from the district's, with average performance remaining fairly constant at 49 percent — below the district average across both years. This below-average performance in US History suggests that either students are disinterested in the subject or the school lacks the resources needed to fully implement district-level initiatives. An assessment of school culture through the school climate survey has also shown that class size increased by 11 percent between 2018 and 2019, while teacher attendance decreased by 5 percent over the same period. As a result, teachers must attend to a growing number of students and may not be in a position to address individual learner needs. At the same time, teachers are not receiving adequate monitoring from the principal, which may contribute to increased absenteeism.

According to Performance Matters 2019–2020 MYA Data, the proficiency percentage for grade 10 ELA at the district level rose by 7 percentage points, from 25 percent in 2017–18 to 32 percent in 2018–19. The state department of education attributes this improvement to technology integration and differentiated instruction implemented at the district level. At the school level, however, the academic program data map assessment indicates that ELA learning gains among 10th graders decreased by 7 percentage points, from 46 percent in 2017–18 to 39 percent in 2018–19. This below-average ELA reading proficiency may result from the diverse nature of the student population and the fact that many students are English language learners (ELLs) who are still developing English proficiency. Since reading proficiency is one of the basic foundational standards for graduation in board examinations and school assessments, it is essential that school management take steps to improve student performance in this area.

Finally, Florida Department of Education math data shows that learning gains from the lowest 25 percent of math students in the district increased by 3 percentage points, from 54 percent in 2017–18 to 57 percent in 2018–19. At the school in question, however, learning gains from the lowest 25 percent of math students decreased by 2 percentage points, from 24 percent in 2017–18 to 22 percent in 2018–19, remaining consistently below the state average. Math significantly influences students' ability to engage in real-life problem solving, and it is necessary that school management commit to improving student performance in this subject.

Improvement Goals

Based on the data presented above, this school improvement plan seeks to achieve three goals:

(i) Increase the use of standards-aligned instruction to improve student achievement in math, US History, and ELA reading proficiency above district averages; (ii) adopt modes of effective instruction at the school so that outcomes aligned with state standards are achieved; and (iii) enhance data-driven decision-making in academic programs to enable teachers to make informed decisions that directly affect students' academic performance.

The school's mission is to create a safe learning environment in which all students experience academic, social, and career-related success in becoming lifelong learners in a dynamic society. Enhancing students' academic performance in the identified areas of weakness would support lifelong learning by preparing them more fully to accept challenges in real-life settings. The school's vision statement highlights a commitment to instructional programs that provide the skills needed to meet the challenges of a competitive and dynamic world. The use of data-driven decision-making would help school staff achieve the highest possible educational standards in their instructional programs, thus helping students become capable, globally prepared individuals in any field. The goals of enhancing data-driven decision-making and adopting modes of effective instruction are both geared toward ensuring high educational standards and equipping students for the challenges of a rapidly changing world, in line with the school's mission and vision. Teachers are crucial to the realization of these goals, as teaching quality is a significant influencer of academic performance (Bonney et al., 2015). The benefits of the improvement plan must be clearly communicated to them to sustain commitment and engagement toward the shared mission.

Conclusion

The school improvement plan is a carefully thought-out framework through which students and teachers can develop their performance while enhancing the school's overall academic achievement. This paper set out to develop a school improvement plan targeting three subjects: US History, math, and ELA reading proficiency. The school's performance has been consistently below the district average in all three subjects. Three evidence-based strategies were identified and evaluated, from which the team selected the implementation of an after-school cooperative reading and writing program geared toward enhancing ELA reading proficiency. The team envisions that this strategy will significantly improve students' academic outcomes, enhance the school's standing within the district, and contribute to the realization of its mission of creating lifelong learners prepared for a dynamic society.

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