School Improvement Plan 2023-2024

[Virtual Presenter] Good afternoon. Today our School Improvement Team will discuss our plan for the 2023-2024 school year. We have assembled a team of nine members with a vision of implementing Tier Two interventions to increase proficiency of our Students with Disabilities on state-wide assessments. Let's begin by taking a look at our goals for the upcoming year..

[Audio] L H , the Principal of Apopka High School, is the supervisor and evaluator of the assistant principals and instructional support personnel, as well as the leader of the discipline team. J K leads the Biology team and is responsible for the guidance and student services staff. C M oversees and leads the Geometry and upper-level math teams while K P supervises the Algebra team and reading department. K W is the supervisor of all English Language Arts departments, as well as the administrator for the school inventory and Title IX coordinator. D R , the Instructional Coach, is in charge of developing professional development for all teachers and departments. J H , the Staffing Specialist, oversees all IEPS and 504s, as well as scheduling and attending exceptional student meetings and implementing student accommodations with teachers. E J is the head Dean, monitoring and assisting with student behavior, while A W , the Instructional Media Specialist, is the digital learning lead and media center specialist, helping teachers and students with resources. This is the School Improvement Plan for the Dawson Shreiner American College of Education for 2023-2024..

[Audio] As part of our school improvement plan for the 2023-2024 academic year, the Apopka High School School Improvement Team has created a vision for our school. We will use formative and summative assessments to identify areas of need, and tier two interventions to address them. These interventions will not just be limited to the 'Big Six' courses, but rather implemented across the whole school. With buy-in and training on how to execute these strategies, we trust that our students with disabilities will make great progress on state-wide assessments. We strongly believe that if all of us commit to this shared vision, Apopka High School can go from a 'C' grade to a 'B+' or higher in one school year..

[Audio] Apopka High School is a diverse school, with 36% of its students being Hispanic, 32% Black/African American and 26% White, and 12% of its population composed of English Language Learners and students with disabilities. In the 2022-2023 school year, Apopka High School obtained a "C" overall in the current state scoring system. In terms of in-state assessment, Apopka High School saw improvements in three core subjects, though its English Language Learners proficiency and overall math scores did not reach the requirements to see its school grade grow during the 2023-2024 school year..

Data Summary ELA Overall.

[Audio] Statistics show that there are a total of 3,845 students with disabilities and 4,704 at-risk students in our school district. Our goal is to provide these students with the necessary support and resources to ensure their academic success. We are committed to providing them with the tools, strategies, and assistance needed to reach their full potential. We are dedicated to helping all students with disabilities and at-risk students achieve their academic goals..

Data Summary Math Overall.

[Audio] Roughly 25% of the students identified as having a disability struggled with math-related concepts and were unable to meet the expected educational outcomes last year. This percentage is higher than usual and it is something we need to address in our school improvement plan..

[Audio] It is clear that students with disabilities had the lowest proficiency levels among all subgroups in the 2022-2023 school year, with percentages of nine, fifteen, thirty, and thirty-nine in mathematics, language arts, science, and social studies respectively. In order to ensure these students are able to reach higher proficiency levels, it is important to make sure they are given access to the necessary resources and that we strive to improve their learning experience..

[Audio] Our school has been conducting a curriculum audit and student achievement data reveals that our core content assessments have been successful in improving learning gains in math and social studies. However, the same cannot be said for English Language Learners (ELL) and Students with Disabilities (SWD). Their mastery of the content and learning gains are much lower than the overall population. The state assessment and progress monitoring activity from 2022 shows that Math and English proficiency is an area of greatest need for SWD. Most of our students must reach proficient levels in order to reach their fullest potential..

[Audio] Thanks to our district's curriculum, Orange County Public Schools are set up for success. Our comprehensive range of resources, materials, and lessons are tailored to address the needs of every student, no matter their background. We make sure to provide equal access to education for all, and are constantly updating our curriculum to stay ahead of the changing needs of our students. Our district is dedicated to providing a high-quality education for every student, and with the help of our carefully crafted curriculum, we've been making great progress towards that goal..

[Audio] As educators, we must be mindful of and incorporate different learning styles, literacies, and multiple intelligences when designing our teaching and learning strategies. By leveraging the resources provided to us by Orange County Public Schools, we are able to provide personalized instruction and support that meet the needs of our students. With standards-based grading, we can track our students' progress and provide interventions when needed. This ensures that all of our students are achieving success in their education..

[Audio] Technology is constantly evolving to better serve the needs of students in the OCPS program. It provides equitable access to learning materials, regardless of grade level or social group. Our interactive textbooks enable students to create their own learning style and keep track of their own academic progress. Additionally, our Canvas courses and instruction programs offer students a tailored educational experience to help them reach their goals. In addition, our online texts and OCPS Launchpad allow any person to access any information they need, in any language and format. All of these resources give every student an equal, personal opportunity to learn and excel in their education..

[Audio] The Dawson Shreiner American College of Education has created a School Improvement Plan for the 2023-2024 school year with S M A R T goals – Specific, Measurable, Achievable, Relevant, and Timely. Our focus is to offer targeted support to students with disabilities, such as the establishment of interventions in the Big Six courses with regular progress tracking. The goal is to achieve 50% proficiency in English, Math, and Science, and 60% in History on End of Course exams. With the Mult-Tiered Systems of Support in Tier Two interventions, we are positive that our students will make considerable advances in their academic objectives..

[Audio] We have implemented check-in and data checks as part of this School Improvement Plan. Through Professional Development, teachers will create and conduct data checks with their students, allowing us to identify which students are struggling and what interventions we can provide to ensure they are successful. Additionally, we will use formative and summative assessments to measure the growth of our students, and have students fill out data charts to give us feedback on their successes and where they are falling short. By following these steps, we can ensure our students are meeting their goals..

[Audio] Our job as teachers is to make sure our students are ready for any kind of assessment. To do this, we should introduce small group instruction, repeat teaching, and helping with remediation when reviewing for the summative assessments. This will let students make up any material they didn’t understand and clear up any misunderstandings before taking the summative assessment. Also, all classes of the “Big Six” have some form of Flex Day or Intervention Day which gives the class enough time to get ready for the assessments. Plus, teachers have to offer extra help to students who need it, especially those in sub-groups who usually have lower grades on state assessments. The type of help will be different in each subject area and Professional Learning Community. Let’s work together to make sure our students are completely ready to succeed..

[Audio] Our school is continuously looking for better ways to improve, thus it is essential that we keep our school improvement plan up to date. The School Improvement Team is responsible for evaluating teachers, checking data and making necessary changes if the outcomes are not as expected, especially in regards to students with disabilities. To tackle this, we are introducing a one-on-one intervention system which is implemented in classes requiring extra support, with the help of paraprofessionals and special education teachers. We are confident these changes will allow us to make a significant impact and continue the success of our school..

[Audio] I would like to express my gratitude to everyone involved for their dedication and commitment in making the School Improvement Plan a reality. We have a lot of hard work ahead in order to reach our goals, but I am confident that with our collective effort, we will achieve them. Thank you all for listening and for finding this presentation and discussion useful and informative..