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 |
West Broward HS (3971) |
School Year |
2018 - 2019 |
School Grade
(2017 - 2018) |
A |
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 |
3971_CTE_9-12 |
Tuesday
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1st, 2nd, 3rd, 4th
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8/21/2018 - 5/28/2019
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7:10 AM - 7:35 AM
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9, 10, 11, 12
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3971_Chem/Physics_10-12 |
Tuesday
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1st, 2nd, 3rd, 4th
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8/21/2018 - 5/28/2019
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7:10 AM - 7:35 AM
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10, 11, 12
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3971_Biology/Environmental_9-10 |
Tuesday
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1st, 2nd, 3rd, 4th
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8/21/2018 - 5/28/2019
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7:10 AM - 7:35 AM
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9, 10
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3971_Anatomy/Marine/Forensics_10-12 |
Tuesday
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1st, 2nd, 3rd, 4th
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8/21/2018 - 5/28/2019
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7:10 AM - 7:35 AM
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10, 11, 12
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3971_English_12 |
Tuesday
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1st, 2nd, 3rd, 4th
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8/21/2018 - 5/28/2019
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7:10 AM - 7:35 AM
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12
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3971_English_11 |
Tuesday
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1st, 2nd, 3rd, 4th
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8/21/2018 - 5/28/2019
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7:10 AM - 7:35 AM
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11
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3971_English_10 |
Tuesday
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1st, 2nd, 3rd, 4th
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8/21/2018 - 5/28/2019
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7:10 AM - 7:35 AM
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10
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3971_English_9 |
Tuesday
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1st, 2nd, 3rd, 4th
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8/21/2018 - 5/28/2019
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7:10 AM - 7:35 AM
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9
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3971_SchoolCounseling_9-12 |
Tuesday
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1st, 2nd, 3rd, 4th
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8/21/2018 - 5/28/2019
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7:10 AM - 7:35 AM
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9, 10, 11, 12
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3971_WorldHistory_10 |
Tuesday
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1st, 2nd, 3rd, 4th
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8/21/2018 - 5/28/2019
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7:10 AM - 7:35 AM
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10
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3971_Geography/U.S.History_9 |
Tuesday
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1st, 2nd, 3rd, 4th
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8/21/2018 - 5/28/2019
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7:10 AM - 7:35 AM
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9
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3971_USHistory_11 |
Tuesday
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1st, 2nd, 3rd, 4th
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8/21/2018 - 5/28/2019
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7:10 AM - 7:35 AM
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11
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3971_GovEcon_12 |
Tuesday
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1st, 2nd, 3rd, 4th
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8/21/2018 - 5/28/2019
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7:10 AM - 7:35 AM
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12
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3971_PE_9-12 |
Tuesday
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1st, 2nd, 3rd, 4th
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8/21/2018 - 5/28/2019
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7:10 AM - 7:35 AM
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9, 10, 11, 12
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3971_ESE_9-12 |
Tuesday
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1st, 2nd, 3rd, 4th
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8/21/2018 - 5/28/2019
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7:10 AM - 7:35 AM
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9, 10, 11, 12
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3971_Reading_9-12 |
Tuesday
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1st, 2nd, 3rd, 4th
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8/21/2018 - 5/28/2019
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7:10 AM - 7:35 AM
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9, 10, 11, 12
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3971_SpanishI,IV,AP_9-12 |
Tuesday
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1st, 2nd, 3rd, 4th
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8/21/2018 - 5/28/2019
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7:10 AM - 7:35 AM
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9, 10, 11, 12
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3971_Algebra1_9-10 |
Tuesday
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1st, 2nd, 3rd, 4th
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8/21/2018 - 5/28/2019
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7:10 AM - 7:35 AM
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9, 10
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3971_Algebra2_9-12 |
Tuesday
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1st, 2nd, 3rd, 4th
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8/21/2018 - 5/28/2019
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7:10 AM - 7:35 AM
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9, 10, 11, 12
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3971_UpperLevels_10-12 |
Tuesday
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1st, 2nd, 3rd, 4th
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8/21/2018 - 5/28/2019
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7:10 AM - 7:35 AM
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10, 11, 12
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3971_Geometry_9-12 |
Tuesday
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1st, 2nd, 3rd, 4th
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8/21/2018 - 5/28/2019
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7:10 AM - 7:35 AM
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9, 10, 11, 12
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3971_Interdisciplinary_9-12 |
Tuesday
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1st, 2nd, 3rd, 4th
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8/21/2018 - 5/28/2019
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7:10 AM - 7:35 AM
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9, 10, 11, 12
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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 |
09 |
690 |
87.00
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47.00
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76.00
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95.00
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181.00
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10 |
718 |
102.00
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27.00
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104.00
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118.00
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383.00
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11 |
745 |
177.00
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30.00
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171.00
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45.00
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94.00
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12 |
679 |
232.00
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12.00
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56.00
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13.00
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47.00
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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.
If a student has been identified with possible “warning signs” by teachers, guidance, parents or administration, before it is submitted to RTI team, there are some early interventions that immediately assist in academic improvement. Such strategies will include the following:
- Parent-teacher phone call
- Guidance counselor meeting with student
- Administration meeting with student
- Parent/Teacher conference with guidance and/ or administrator
- Social worker and/or Family counselor referral
- Peer mentoring
Teacher mentoring Interventions will be recorded on TERMS L27 panel by guidance, social worker and administration. Teachers, guidance and administration will record strategies on Basis 3.0/ MTSS/ RTI.
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RtI Team Meeting Schedule
Day(s) of Week |
Week(s) of Month |
Start/End Dates |
Start/End Times |
Tuesday
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3rd
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9/18/2018 - 5/21/2019
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7:20 AM - 7:40 AM
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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
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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?
To increase the number of learning gains of the lowest 25 percent in reading by providing professional development focused on scaling up the PASL initiative, and enhancing and expanding the MTSS/RtI process. It is the responsibility of the school's leadership team to ensure that the school's academic programs are not only aligned to state standards, but are rigorous enough to ensure that all students upon graduation are college and career ready. Department chairpersons and team leaders play an integral role in the identification, adoption, and implementation of curriculum maps that are grade level and standards-based. The administrative team is instrumental in ensuring that all teachers are using state adopted materials and that the pacing of instruction is one that provides the opportunity for students to demonstrate proficiency of the standards as well as remediation and acceleration when appropriate. School leadership also makes certain that the Professional Learrning Community SMART goals are aligned to the school improvement goals. Through daily classroom walkthroughs, observations, and the collection of common assessment data, administration is able to assess whether the instruction is aligned to grade-level Florida Standards.
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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?
In relation to BEST Practices, WBH will focus on Practice #1: A Focused & Authentic Professional Learning Community (PLC) to scale up and assist with all staff and students to be effectively exposed to SEL strategies with fidelity to build the capacity of our relationships on campus and have them influence our students beyond their social awareness and have it influence their focus on academics, specifically in the areas of FSA ELA. By working with our teachers through Staff Development on the "8 Keys to Success" as they are shared through Quantum Teaching, we are able to model to our teachers the culture of student success created by the 8 Keys results with the goal results to create more confident, competent, and motivated students who spend more time on task.
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Describe in detail how the BEST Practice(s) will be scaled-up.
The Staff Development Committee will continue to meet monthly to share ideas on how to present the 8 Keys of Success/Quantum Teaching to our faculty. The goal will continue to be shared that what we are sharing with the teachers are effective strategies to share with their students; creating a mindset of success through effort and focus on goal setting and self-awareness.
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What specific school-level progress monitoring data is collected and how often?
Teachers are asked for feedback at each PSD workshop and PLCs work together on common student assessments to discuss patterns and areas of growth and focus for improved achievement.
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How does the school ensure the fidelity of students not progressing towards school and district goals?
At 9th Grade, the 9th Grade Administrator and the 9th Grade School Counselor work with the PASL specific students and quarterly "F" Reports to identify students who need to be addressed for Graduation, Academic, and/or SEL intervention/support conversations. Additionally, "F" list students receive letters home to communicate a need with home for academic support, as a request from the school to communicate for student success goal setting.
At grades 10-12, the School Counselors meet with their students to complete graduation checks, status of academic standng and course requirements to ensure that all students are graduation ready, or are aware of the courses (online or in school) that need to be collected in order to ensure an on time graduation.
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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)?
Most classrooms use the following avenues to be able to reach the majority of our students through their learning mode: Canvas, Quia, Edmodo, Online programs for reinforcement/remediation/acceleration (i.e. Vocabulary.com, Khan Academy, GeoNation, AlgebraNation, USATestPrep, Achieve3000, MathNation, Newsela, NoRedInk.com, Turnitin.com, etc.).
We have added a significant number of educators who have been formally trained in Canvas to be classified as a Digital Classroom (English, Science, Math, Social Studies, and elective classes).
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How does the school ensure Tier 1 Standards-Based classroom instruction is being implemented properly and effectively?
USATestPrep, Khan Academy, and Vocabulary.com are used across the English and Social Studies Curricular areas as online software tools to encourage students going online to build literacy skills. Our Literacy Specialist works across the curricular areas to promote vocabulary and literacy skills strategies in the core subject areas, in both individual teacher development and Team-based instructional development.
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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?
WBH primarily utilizes a variety of online resources, with hard copies avaialble by request for students with IEP, ESLS, 504, or ELL supports: Vocabulary.com, Khan Academy, GeoNation, AlgebraNation, USATestPrep, Achieve3000, MathNation, Newsela, NoRedInk.com, and Turnitin.com.
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Please complete this section based on 2018-2019 end-of-year results.
Instructional Implications: Discuss the success of specific strategies/activities and provide a rationale as to why those academic improvements occurred as a result of those strategies.
As a result of the additional resources such as Achieve 3000, USA Test Prep, Newsela, Vocabulary.com, Khan Academy and MathNation, West Broward High School indicated gains in core classes. West Broward High School increased 1 point in lowest 25% in Reading/ Language Arts, Science increased 3 points and US History remained the same with proficiency of 87%. Graduation rate increased by 2 points resulting 97%. Acceleration success increased by 9 points. The 2018-2019 data indicates that supplemental and additional materials provided students with more in depth understanding of the content. The findings from these ongoing progress monitoring tools are consistent with results from 2018-2019.
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Strategies & Activities
| Strategies |
Persons responsible |
Deadline |
Professional Development |
Budget |
| Best Practice #1 Incorporating through weekly PLCs and professional study days. Best Practice #2 Train all teachers on the new components of the MTSS/RtI process as well as the BASIS data system. Best Practice #3 Continuing to engage all stakeholders through positive communication to support student’s needs. Best Practice #4 Continued professional development in the areas of using data to determine student learning needs to increase the number of learning gains of the lowest 25 percent in both reading and math. |
Administration |
4/15/2018
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$53,492.53
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| Best Practice #1 Incorporating through weekly PLCs and professional study days. Best Practice #2 Train all teachers on the new components of the MTSS/RtI process as well as the BASIS data system. Best Practice #3 Continuing to engage all stakeholders through positive communication to support student’s needs. Best Practice #4 Continued professional development in the areas of using data to determine student learning needs to increase the number of learning gains of the lowest 25 percent in both reading and math. |
Adminstration, Literacy Coach, Department Chairs and Team Leaders |
5/18/2019
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Continued professional development in the implementation of Khan Academy, scaling up the PASL imitative, and implementation of the MTSS/RtI. |
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BPIE Files