School Improvement Plan

Aspiring Assistant Principal Program

SIP with Equity Lens Initiative Proposal Form

Name: Mychal Teman

School / Department Seminole Ridge High School / Mathematics

Statement of the Problem

Students with Disabilities Male (SWD Male) have a higher percentage of core F’s than the percentage of the total population for the year FY2021. I am targeting the Thirty-one 9-12 grade SWD Males that have 2 or more F’s in their core classes for the 1st quarter grades of Fall 2021.

Data Source(s) for The Root Cause of the Problem

The data source I used to recognize the root cause is the Principal Dashboard for Seminole Ridge HS. Specifically, the Core F’s percentages are based on subgroups for the end of year FY2021. Percentage of students with F’s in their Core classes as their final grade in the school year 2021 is 23.4%. (FY2021) Specifically, the subgroup Students with Disabilities Male (SWD Male) have the highest percentage of Core F’s at Seminole Ridge High School at 35.9%. Historically, SWD Males have the highest percentages of Core F’s in schools, showing in FY2020 SWD Male percentage with core F’s was 28.4% and the total population percentage of core F’s was 16.4%. FY2019 SWD Males percentage with core F’s was 26.5% and the total population percentage of core F’s was 15.6%. In FY2018 SWD Male percentage with core F’s was 30.5% and the total population percentage of core F’s was 17.6%. In FY2017 SWD Male percentage with core F’s was 35% and the total population percentage of core F’s was 19.9%. I also identified that SWD Males have higher percentages of absences and higher percentages of Office Discipline Referrals (ODR), In-School Suspension (ISS), and Out of School Suspension (OSS). The percentages for core F’s correlate with SWD Male having a higher percentage of 11+ absences in FY2021 with 3.4% out of the total population at the school at 2.1%. The percentages for core F’s also correlate with SWD Male having a higher percentage of Office Discipline Referrals (ODR) in FY2021 with 3.4% out of the total population at the school at 2.6%. Student Information System (SIS) was used to identify the SWD Males in 10th grade with 2 or more 1st Quarter F’s in core classes. I also looked at the Educational Data Warehouse (EDW) for individual discipline and attendance data.

Statement of Desired Outcome(s)

I expect to lower the percentage by 5% for SWD Male 9-12 graders with Core F’s. This will move the percentage from 35.9% down to 30.9%. This will reduce the gap between non-ESE and ESE students' percentage of core F’s. I also expect to reduce student absences and ODR in SWD Males by 1.5%.

Alignment to the Equity Policy 1.041

Purpose: Ensure that each child receives what they need when they need it, to develop to their full academic and social potential.

Equity in the School: If a student is not successful in raising core F’s for FY2022 the student will have the opportunity to retake the core F course through Edgenuity, PBVS or FLVS, or summer school starting this summer or during school in the Fall of the following school year.

Survey teachers about the understanding of differential instruction and how they are implementing it.

Culturally Responsive Teaching CRT - making sure teachers are following accommodations and that they are met. Look at teachers' race and compare which subgroups of students are having more core F’s.

Desired Outcome: The District will identify and address systemic deficiencies that create gaps in academic achievement. The District will provide leadership that is committed to identifying and working to bring resolutions to disparities and disproportionalities in practices that inhibit the success of students.

Resources that will be Utilized for The Successful Completion of the Project

I will be working with ELL Coordinator Kelly Holowecky

I will be working alongside Assistant Principal Sharina Gilbert-Henry

I will be working with our Graduation Action Plan (GAP) Mentor program to find the causes of students at risk to graduate. This is to find patterns that are consistently showing up as concerns for these students so we can start to eliminate this barrier early in the students' time in 10th grade SWD Males.

A Group of Stakeholders to meet with SWD males; Support Teacher one in Math, Support Teacher one in ELA, One Science Teacher, One Reading Teacher, Lead Teachers, Adult Mentors, Paraprofessionals, Peer Mentors, and Guidance Counselors.

Surveys

Progress Monitoring Form

Meal and Snack rewards,

After School Tutoring,

Reading Resources (SAT/ACT practice, Reading Plus, common lit, and Khan Academy),

Math Resources (SAT/ACT practice, Math IXL, Khan Academy).

Media Center

Technology (internet).