Select School Year |
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School Improvement Plan (SIP) |
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The School Improvement Plan (SIP) is a live document that is subject to change based on School Advisory Council (SAC) recommendations.
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School Name |
Hunt, James ES (1971) |
School Year |
2018 - 2019 |
School Grade (2017 - 2018) |
C |
Executive Summary |
Download/View Executive Summary
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BEST PRACTICE #1
A Focused and Authentic PLC
PROFESSIONAL LEARNING COMMUNITIES (PLC)
A Professional Learning Community (PLC) is a process in which teachers
work in teams and use student information to develop strategies to improve their classroom practices.
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PLC Name |
Day(s) of Week |
Week(s) of Month |
Start/End Dates |
Start/End Times |
Grade |
Intermediate |
Monday
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2nd, 4th
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9/24/2018 - 5/6/2019
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2:15 PM - 3:00 PM
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3, 4, 5
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Primary |
Monday
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1st, 3rd
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9/17/2018 - 5/13/2019
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2:15 PM - 3:00 PM
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K, 1, 2
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BEST PRACTICE #2
An Embedded High Quality RtI Process
RESPONSE TO INTERVENTION (RTI)
Response to Intervention (RtI) uses student academic and behavior information to identify students with learning
and behavior needs to guarantee that those in danger of failure and/or retention are receiving assistance and support.
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Graduation/College and Career Readiness (Early Warning Indicators)
Data For: 2017-2018 (Last updated: 9/18/2019) |
Grade |
Student Enrollment |
% of students with attendance below 90% |
% of students with 1 or more suspensions |
% of students with course failure in ELA or Math |
% of students level 1 in ELA or Math |
% of students exhibiting 2 or more Early Warning Indicators |
KG |
98 |
26.00
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2.00
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0.00
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N/A
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1.00
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01 |
90 |
21.00
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2.00
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0.00
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0.00
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3.00
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02 |
110 |
18.00
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1.00
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0.00
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0.00
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0.00
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03 |
119 |
20.00
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3.00
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0.00
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44.00
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10.00
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04 |
111 |
9.00
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2.00
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0.00
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37.00
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1.00
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05 |
125 |
15.00
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2.00
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0.00
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42.00
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1.00
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Describe all intervention strategies employed by the school to improve the academic performance of students identified by the early warning system.
INTERVENTION STRATEGIES EMPLOYED BY THE SCHOOL TO IMPROVE ACADEMIC PERFORMANCE Our process begins with the teacher entering into BASIS the Tier 1 strategies being used. This is followed up with a discussion in our RTI meeting, where we also confirm that the data used to identify the needed intervention is adequate. We find that two or more data indicators help us decide on the path of intervention to follow. Baseline data we discuss for Kindergarten thru 5th grade include: FSA Assessment (achievement level and scale score), BSA Assessment, BAS Assessment, i-Ready diagnostic results, Primary end of year scores, Kindergarten L/N/S and Concepts, and more. Progress Monitoring data is collected weeky for four to five weeks for students on an RTI Plan. Teachers provide intervention using materials that include Journeys, Fundations, Phonics for Reading, Road to the Code, Triumphs, Words Their Way, Write-in-Reader, Rehearsing the Standards, Saxon Phonics, and Ladders to Success. The school ensures the fidelity of students receiving appropriate intervention by including the entire RTI Team in the decision-making process, and by conducting a thorough review of performance, attendance, and other indicators. Hunt ensures that all classroom instruction is accessible to the full range of learners by establishing this schoolwide expectation and monitoring the following: instruction with daily classroom walkthroughs, weekly PLCs and grade level planning meetings, bi-weekly Primary and Intermediate Focus Meetings, quarterly data chats with teachers, and individual teacher supports set up as needed.
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RtI Team Meeting Schedule
Day(s) of Week |
Week(s) of Month |
Start/End Dates |
Start/End Times |
Wednesday
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1st, 2nd, 3rd, 4th, 5th
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9/5/2018 - 5/29/2019
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8:30 AM - 2:00 PM
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Wednesday
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1st, 2nd, 3rd, 4th, 5th
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9/5/2018 - 5/29/2019
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8:30 AM - 2:00 PM
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BEST PRACTICE #3
Optimal Internal/External Relationships
ACCREDITATION PROCESS
The Accreditation Process leads schools to critically evaluate teaching and
learning with a focus on academic excellence. All stakeholders (parents, students, staff, and community) are part of the accreditation process.
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Self-Assessment Ratings
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Accreditation Standard |
Overall Rating |
Purpose and Direction |
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Governance and Leadership |
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Teaching and Assessing for Learning |
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Resources and Support Systems |
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Using Results for Continuous Improvement |
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Explain the activities in which your school will participate to increase your overall rating. Include specific details.
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No Evidence/Artifacts
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SCHOOL ADVISORY COUNCIL (SAC)
Each school has a School (SAC) to facilitate the development and monitor progress of the annual School Improvement Plan.
Agendas and minutes reflect annual needs assessment, SIP monitoring and allocation of Accountability Funds.
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SAC Upload Center
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BEST PRACTICE #4
Scaling Up BEST Practices
CONTINUOUS IMPROVEMENT
School improvement is based on a continuous improvement model, using research-based accepted best practices, which align with student
achievement needs, insure student progress, and may be revised when appropriate.
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Goals
As evidenced in the SES Band Data, which content area(s) will be the focus for improving student achievement and why was this area chosen?
The focus for this year is growth in English Language Arts using data from I-Ready and Informal Assesments to monitor student growth.
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What specific BEST Practice(s) will be implemented or scaled-up to improve teaching and learning in order to increase performance within the SES Band?
Scaling up high quality instruction through deliberate PLC conversations and standards-based instruction training.
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Describe in detail how the BEST Practice(s) will be scaled-up.
Specialized training for grades K-2 in balanced literacy
Standards-based training for grades 3-5 in deconstruction of standards to meet individual needs of students
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What specific school-level progress monitoring data is collected and how often?
Our school is using I-Ready as a progress monitioring tool, and collecting data once a week to monitor usage and completion/passing rate of lessons.
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How does the school ensure the fidelity of students not progressing towards school and district goals?
Those identifed students are placed on MTSS intervention and progress monitored through either small group instruction and/or alternative programming (Fundations and Wilson)
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How does the school ensure that all classroom instruction is accessible to the full range of learners using Universal Designs for Learning (UDL) for effective instructional design (planning) and delivery (teaching)?
Our school is able to accommodate individual learning differences by making classroom instruction accessable to the full range of learners. In addition to classroom teachers implementing support strategies in the classroom, we have staff dedicated to providing direct and support services for our English Language Learners as well as our Exceptional Students, whether they have special needs due to a disability or they are gifted. The services and supports include the following: remediation of skills, enrichment activities, differentiated instruction, multi-sensory approaches, and multi-cultural informational sessions and events. In addition, students with learning differences are monitored closely through the Response to Intervention process to ensure the students are achieving to their potential.
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How does the school ensure Tier 1 Standards-Based classroom instruction is being implemented properly and effectively?
The school ensures the fidelity of students receiving appropriate intervention by including the entire RTI Team in the decision-making process, and by conducting a thorough review of performance, attendance, and other indicators. Hunt ensures that all classroom instruction is accessible to the full range of learners by establishing this schoolwide expectation and monitoring the following: instruction with daily classroom walkthroughs, weekly PLCs and grade level planning meetings, bi-weekly Primary and Intermediate Focus Meetings, quarterly data chats with teachers, and individual teacher supports set up as needed.
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Describe texts used for core, supplemental, and intervention programs at each grade level. How does the school ensure students have access to a balance of literary and informational text in a variety of mediums?
Our school uses Journeys as our core grade level program. We have a full A-Z Leveled Books room and leveled nonfiction texts as part of our Social Studies adoption. All classrooms also receive weekly news articles from Scholastic News or Time For Kids.
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How does your school implement the Broward County Public Schools Social and Emotional Learning Standards to ensure students are developing social and emotional skills?
Our school uses morning welcome time and parts of Harmony Kit.
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In which ways are the five competencies of the Social Emotional Learning explicitly taught and/or integrated school-wide and in the classroom?
During scheduled meet-up times, special times whens students share and collaborate within the larger group context. Meet up goals:
1. Foster a classroom enviroment where all students feel connected, comfortable, and part of an inclusive.
2. Effectively communicate ideas, have discussions, and make decisions as a class.
3. Provide opportunities for students to share information with each other and get to know each other better.
4. Establish a student centered forum where they develop expectations for how to interact with and treatment.
5. Guide student in resolving problems and continually revisist expectations for how to treat other.
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How does your school-wide policy and practices support the social emotional learning for students?
Student are incentived to reinforce positive behaviors. Students recieved awards such as Prasin Raisins, Golden Spoon for behavior during lunch time, lunch bunch with staff. Mentoring programs such LIA(Latino's in Action) and MTL(Mentoring Tomorrow's Leaders) support student mentors in building relationships and supporting peers and younger students socially and academically.
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Strategies & Activities
Strategies |
Persons responsible |
Deadline |
Professional Development |
Budget |
Standards-based training for grades 3-5 in deconstruction of standards to meet individual needs of students |
Kimberly Chamberlin |
3/21/2019
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$4,582.94
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Professional Learning Communities, Teacher/Student Data Chats, Monthly Monitoring of Student Performance data |
Administration, Support Staff and Teachers |
6/28/2019
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Professional Learning Communities, Teacher/Student Data Chats, Monthly Monitoring of Student Performance data |
Administration, Support Staff and Teachers |
6/28/2019
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Professional Learning Communities, Teacher/Student Data Chats, Monthly Monitoring of Student Performance data |
Administration, Support Staff and Teachers |
6/28/2019
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DBQ and Standards Based Instruction |
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BPIE Files