Curriculum
changes have been made at Walter C. Young Middle School based on
the needs of incoming students. In Broward County, reading is a
requirement for all 6th grade students. However, a review of the
performance of feeder schools resulted in a decision to provide
opportunities for all students in grade 7 and students in grade
8 scoring below the 40th percentile to include reading in their
schedules. Students in grade 8 not taking reading take a literature
course giving all students an opportunity to continue to improve
in this critical skill area. Articulation of curriculum needs at
both the elementary and high school programs that serve Young Middle
School students affords this type of decision-making.
Results: FCAT SSS and NRT: In grades 6,7,8
students scored well above district and state means in reading.
Practices that Promote High Performance:
- Vertical alignment of curriculum with schools feeding to and
from the middle school
- Support and flexibility for curriculum changes reflecting identified
needs
- Going beyond district requirements to enhance school programs
and opportunities for students
Students at Walter
C. Young Middle School are respected as individuals with cultural
sensitivity being facilitated in several ways. Student leadership
is strong with PTA by-laws being changed to include an "S"
to make it a Parent, Teacher, Student Association. Involvement in
the PTSA allows students to participate and learn the process of
expressing opinions and gathering facts in order to make decisions.
A human relations council comprised of students has been formed
with an annual summit being held as a venue for guest speakers to
discuss equity with students. A Pledge of Tolerance was written
by this group of students and is followed. School improvement teams
are reviewed each year to make sure school demographics are reflected
in membership. Recruiting of underrepresented stakeholders takes
place if needed and membership is not finalized until the fall so
that new parents, teachers, and students can be included.
Results: School grade: 2002 A; 2003 A.
Practices that Promote High
Performance:
- Students respected as individuals and included in decision making
- Specific attention to insuring cultural sensitivity in a diverse
school community
- School improvement team membership reviewed annually to ensure
representation reflecting school demographics
Additional
steps are taken at Walter C. Young to be sure specific needs of
underachieving student are identified and addressed. In addition
to using FCAT performance, the Stanford Diagnostic Test is given
to students who score below the 25th percentile on the FCAT in reading
and math. The Scholastic Reading Inventory and Diagnostic Assessment
of Reading is also being used to pinpoint skills for remediation.
Reading instruction continues at all grade levels. Early release
days include instruction from a Reading Coach providing strategies
for improving scores. An Academic Coaching Program also provides
remediation to identified students.
Results: FCAT School Accountability
Data: Grade 6 - 70% (math) and 63% (rdg) of students scored level
3 or above; Grade 7 - 71% and 64%; Grade 8 - 66% and 74%.
Practices that Promote High Performance:
- Additional steps to identify specific skills for remediation
for underachieving students
- Early release days for in-service
- A specific Reading Coach to provide strategies to teachers for
improving reading skills of students
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