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School Improvement Plan (SIP)

The School Improvement Plan (SIP) is a live document that is subject to change based on School Advisory Council (SAC) recommendations.

School Name

Hollywood Central ES (0121)

School Year

2018 - 2019

School Grade
(2017 - 2018)

C

Executive Summary

Download/View Executive Summary

 


 

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.

PLC Name

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Grade

0121 5th ELA

Monday

1st, 3rd, 5th

9/17/2018 - 5/15/2019

2:00 PM - 3:00 PM

5

0121 4th ELA

Monday

1st, 3rd, 5th

9/17/2018 - 5/15/2019

2:00 PM - 3:00 PM

4

0121 3rd ELA

Monday

1st, 3rd, 5th

9/17/2018 - 5/15/2019

2:00 PM - 3:00 PM

3

0121 2nd ELA

Monday

1st, 3rd, 5th

9/17/2018 - 5/15/2019

2:00 PM - 3:00 PM

2

0121 1st ELA

Monday

1st, 3rd, 5th

9/17/2018 - 5/15/2019

2:00 PM - 3:00 PM

1

0121 K ELA

Monday

1st, 3rd, 5th

9/17/2018 - 5/15/2019

2:00 PM - 3:00 PM

Pre K, K

 


 

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.

 

Graduation/College and Career Readiness (Early Warning Indicators)

Data For: 2017-2018 (Last updated: 7/18/2018)

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

73

30.10

1.40

0.00

38.40

6.80

01

86

30.20

1.20

0.00

47.70

16.30

02

81

27.20

1.20

0.00

29.60

7.40

03

90

16.70

1.10

0.00

26.70

7.80

04

76

22.40

1.30

0.00

39.50

3.90

05

77

19.50

1.30

0.00

33.80

10.40

 

Describe all intervention strategies employed by the school to improve the academic performance of students identified by the early warning system.

Hollywood Central Elementary incorporates Broward County Public Schools Identification/Intervention Decision Tree and Mathematics Interventions Quick Reference Chart which demonstrate how assessment data from progress monitoring and other forms of identification will be used at the school level to determine specific reading instructional needs and interventions for students. This chart is Hollywod Central's guide in identifying students who have deficits in areas in reading or math. The appropriate grade level identification/intervention decision tree chart (DT-1-Elementary K-5) is commonly used through grades K-5. The Intervention Tree Chart demonstrates how the assessment data from the progress monitoring and other forms of identification will be used to determine specific reading instructional needs and interventions for the teachers. The Mathematics Interventions Quick Reference Chart references frequently used interventions used in Broward County Public Schools to determine which interventions are appropriate to use for students who are placed in either Tier 2 or Tier 3.  In addition, at the beginning of the year, all classroom teachers are given an in-house Professional Development Training on how to identify early warning indicators with their students using a variety of assessments which helps to document intervention strategies used with the students that either provides positive or negative student academic results.

The intervention strategies Hollywood Central Elementary will utilize to improve the academic performance of students identified by the early warning system is make sure the students are appropriately identified accurately by following the MTSS/RTI process. This process makes sure each student that attends Hollywood Central is given opportunities to succeed by determining which tier of support is needed. Students will be given frequent progress monitoring assessments in ELA/Math where the progress monitoring assessments will determine if the student(s) needs to place on a PMP for ELA or Math (Progress Monitoring Plan). Once the student(s) are identified, Hollywood Central encourages all classroom teachers to initiate effective Tier 1 Strategies, collaborate with peers, and implement appropriate Tier 2 or Tier 3 interventions in order to close the student's academic deficiency gap in either ELA or Math. All classroom teachers will use ELA and/or Math Interventions aligned to Broward County Public Schools "Struggling Reader's and Struggling Math Chart". This chart will assist classroom teachers and support staff to make sure the correct intervention(s) is aligned to the students' area of deficiency. 
Intervention(s) for ELA
Literacy Tool Kit- Comprehensive set of teaching tools to help differentiate literacy and language instruction for all students.
Reading Tool Kit- Intervention kit used for students that will support students who have reading gaps. The kit provides intervention support for the five critical areas in order to reteach skills.
Write In Reader- Extra support for reading intervention
Elements of Vocabulary- A targeted intervention program, which builds oral vocabulary development that is essential for future reading proficiency.
Wilson Fundations- Multi-sensory, structured research-based program that focuses on strategies that assists with comprehensive reading, spelling, and handwriting.
Leveled Literacy Intervention (LLI)- Small group intervention series developed to help lowest achieving students to become grade level readers
iReady- Adaptive, diagnostic program that provides rigorous instruction to boost student achievement in ELA/Math.
Intervention(s) for Math
Houghton Mifflin Harcourt GO Math! (Grades K-5)
Reteach, Enrich, Strategic Interventions, Intensive Interventions, Animated Math, Real World Videos, Soar to Success, Interactive Whiteboard Lessons

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Tuesday

1st, 2nd, 3rd, 4th, 5th

9/4/2018 - 5/28/2019

8:00 AM - 2:00 PM

 

School Counseling Plan File

File Name Upload Date

School-Counseling-Plan-18-19.pdf

9/21/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

SEL-Action-Plan-2018.pdf

10/18/2018

 


 

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.

 

Self-Assessment Ratings

Accreditation Standard

Overall Rating

Purpose and Direction

Governance and Leadership

Teaching and Assessing for Learning

Resources and Support Systems

Using Results for Continuous Improvement

 

Explain the activities in which your school will participate to increase your overall rating. Include specific details.

No Evidence/Artifacts

 

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.

 

SAC Upload Center

File Name

Meeting Month

Document Type

Uploaded Date

SAC-Membership-2018_2019.pdf

October

Developed

10/29/2018

SAF-TEMPLATE-2018-2019.docx

October

Monitored

10/26/2018

SAC-ByLaws-18-19.pdf

October

SAC ByLaws

10/19/2018

SAC-SAF-Sept-Meeting-Minutes-2018.pdf

October

SAC ByLaws

10/17/2018

SAC-Sign-In-Sheets-Sept-2018.pdf

October

SAC ByLaws

10/17/2018

SAC-Sign-In-Sheets-Sept-2018.pdf

October

SAC ByLaws

10/17/2018

SAC-SEPT-AGENDA-2018.doc

October

SAC ByLaws

10/17/2018

SAF-Agenda-SEPT-2018.doc

October

SAF ByLaws

10/17/2018

SAF-SAC-Meeting-Dates.doc

October

None

10/17/2018

 


 

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.

 

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?

HCE's Florida Standards Assessment results shows 41% of the third grade students are proficient, 39% of the fourth graders are proficient, and 39% of the fifth grade students are proficient in the English Language Arts standards. In math, 54% of third grade are proficient, 33% for the fourth graders, and 46% of the fifth graders are proficient in the Math Florida Standards. By analyzing the most recent FSA data, the content area that will be our focus for improving student achievement for the 2018-2019 school year is English Language Arts (ELA). In order to make our students college and career ready, placing the focus on the English Language Arts Standards will not only prepare our students for the future but it will also assist our students into becoming critical thinkers and readers which is a lifelong skill.

 

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?

The BEST Practice Hollywood Central will use to scale-up to improve teaching and learning in order to increase performance within the SES Band is Best Practice : An Embedded High Quality RTI Process. The goal or purpose of this best practice is use student academic and/or behavior information to better identify students with learning or behavior needs in order to give students the necessary supportive interventions that will maximize their full potential and learning.

 

Describe in detail how the BEST Practice(s) will be scaled-up.

The BEST Practice Hollywood Central will use to scale-up to improve teaching and learning in order to increase performance within the SES Band is Best Practice : An Embedded High Quality RTI Process. This BEST Practice will be scaled up by following a Comprehensive MTSS/RTI/CPST Action Plan that focuses on making the MTSS/RTI/CPST process better by making sure all classroom teachers understand the logistics of the MTSS Framework, the purpose of the framework, how the framework will be utilized at Hollywood Central, and creating a RTI/MTSS Stakeholders Quarterly Survey to ensure the process is working effectively. 

 

What specific school-level progress monitoring data is collected and how often?

Hollywood Central Elementary specific school-level progress monitoring data is collected at the district and school level through the BASIS 3.0 Data System in order to track student's progress toward the district goals. At the elementary level, the computer adaptive STAR Early Literacy assessment is administered to all kindergarten students to identify early literacy skills during the first 30 instructional school days. This data is automatically uploaded in the Progress Monitoring and Reporting Network (PMRN) where it is used as baseline data to inform early literacy strengths and weaknesses. Kindergarten students are also administered Letter Names, Letter Sounds, and Concepts of Print assessments quarterly for additional literacy progress monitoring.

In addition, classroom teachers also administer the Benchmark Assessment System (BAS) to diagnose and monitor students’ progress towards meeting grade level reading proficiency in grades K-3 and for struggling readers (scoring a level 1 or 2 on FSA) in grades 4-5. Classroom teachers in grades K-5 administer the Benchmark Assessment System (BAS) to determine the students' independent, instructional, and frustration reading levels where the data is inputted into BASIS 3.0 three (3) assessment periods per year.

Moreover, English Language Learners (ELL) participate in the same progress monitoring assessments in grades K-12. The Idea Proficiency Test (IPT) is administered to ELL's to monitor English Language proficiency. The English Language Learner (ELL) data is transferred to a software platform system called ELLevation. This assessment is administered to ELL students quarterly.


Students with disabilities also participate in the same progress monitoring assessments as their peers in grades K-12.
Students who have significant cognitive disabilities also participate in Access Points aligned to grade-level Florida Standards. The students' progress is measured through curriculum-based assessments. This data is updated into EasyIEP and communicated to parents thoroughly.

 

How does the school ensure the fidelity of students not progressing towards school and district goals?

Hollywood Central Elementary ensures the fidelity of students not progressing towards the school and district goals by conducting weekly informal or formal classroom observations to ensure classroom instruction is fully aligned to the Florida Standards. The Strategic Initiative Management (SIMs) document is a rubric and a tool used to effectively increase the development of high-quality lessons and units of study that is aligned to the Florida Standards. As administration and the Leadership Team collects observtional data, the goal of this data is to identify which classroom teachers would benefit from attending professional development courses in order to support high-quality instruction that will lead to an increase of effective best practices and student academic achievement.

 

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)?

Hollywood Central Elementary ensures 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) by incorporating the Broward County's District Literacy Field Guide for educators to use the Universal Design for Learning (UDL) for instructional planning and delivery to increase meaningful access and reduce barriers to learning for all students with a variety of learning needs or learning styles. To support the UDL Principle, Hollywood Central ensures classroom teachers have access to online academic databases such as Atomic Learning that incorporates universal design principals into instruction and lesson plans. Hollywood Central also ensures core and supplemental resources meets universal design principles that provides three important components: multiple means of action and expression, multiple means of presentation and usability, and multiple means of engagement.

 

How does the school ensure Tier 1 Standards-Based classroom instruction is being implemented properly and effectively?

Hollywood Central will ensure classroom instruction is aligned to Tier 1 Standards-Based classroom instruction aligned to grade-level Florida Standards and the evidence that will be collected to ensure that classroom instruction is aligned to grade-level standards is to constantly engage students in learning as the centerpiece of the framework for teaching, in addition to, all of the other components by scaffolding higher levels of student understanding. Engagement refers to whether the teacher asks the students to complete a rigorous task that promotes deeper levels of understanding. During classroom walkthroughs, adminstrators will look for teachers who identify or model how to use certain critical thinking strategies, teachers who incorporate multiple strategies that are engaging to students while also providing assignments that are relevant and engaging to students' interests.

 

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?

In addition to using texts from core, supplemental, and intervention programs, Hollywood Central will ensure students have access to informational text for each content area in a variety of mediums by organizing a Scholastic Reading Leveled Library also including Journeys, HMH so that teachers can select appropriate leveled text for students to read in small guided groups. When selecting books, teachers must consider the following information: the selection must be on the students' instructional level, the selection must be interesting to the student, and the selection must fit within the students' reading teaching targets. 

 

How does your school implement the Broward County Public Schools Social and Emotional Learning Standards to ensure students are developing social and emotional skills?

Hollywood Central Elementary implements Broward County Public Schools Social and Emotional Learning Standards to ensure students are developing social and emotional skills by implementing different weekly activities to help engage the students in order to create connectedness. The Sandy Hook Promise, a youth violence prevention program created an activity titled, "Start with HELLO". During a faculty meeting at the begiining of the year, HCE's School Counselor presented the program to the staff where she provided quick engaging activities to help students who may feel alone, anxious, uncomfortable around others, or purposely left out by others either digitally or indirectly. During morning and afternoon announcments, the School Counselor and administration engages the students with "Questions of the Day" or "Positive Students Shoutouts" where the students are beginnning to build a connected and inclusive school and community.

 

In which ways are the five competencies of the Social Emotional Learning explicitly taught and/or integrated school-wide and in the classroom?

Hollywood Central incorporates the five competencies of the Social Emotional Learning (SEL) explicitly taught and/or integrated school-wide and in the classroom by incorporating: Self-managment, Self-awareness, Decision-making, Relationship Skills, and Social Awareness on a continous basis. The five competencies are incorporated through the district's SEL Curriculum, Anti-Bullying Programs, Classroom Meetings or Student Mediation Meetings, Character Education Student of the Month Program, and the Start with Hello Program. The five competencies are incorporated by involving the students through morning and afternoon announcements, Social Emotional Learning School- Wide Bullentin Boards, and Start with Hello Icebreaker Activities weekly activities implemented within the classroom and school environment.
 

 

How does your school-wide policy and practices support the social emotional learning for students?

Hollywood Central school-wide policy and practices support the social emotional learning for students by following the School Counselor's Guidance Plan where she implements monthly social emotional learning strategies and programs for students and staff. The School Counselor's Guidance Plan implements the five competencies that is incorporated through the district's SEL Curriculum, Anti-Bullying Programs, Classroom Meetings or Student Mediation Meetings, Character Education Student of the Month Program, Listener Program, and the Start with Hello Program. The five competencies are also incorporated by involving the students through morning and afternoon announcements, Social Emotional Learning School- Wide Bullentin Boards, and Start with Hello Icebreaker Activities weekly activities implemented within the classroom and school environment.

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
After each academic quarter, the MTSS/RTI Team will administer MTSS/RTI Surveys to instructional staff to make sure the MTSS Framework and Processes are followed appropriately Lisa P. Eutsey, Adrianne Sears, Lisa Labruto 5/29/2019 RTI Part A/Part B/BASIS 3.0 Overview and Refresher Training for Classroom Teachers $28,151.00
Aligning Hollywood Central's Parent Resource Center (PARC) to the district's FACE Plan where parents are invited to take resources that would benefit the student and parent Kelly Heverly 5/29/2019 District's Cadre School Improvement Quarterly Training $28,151.00
Instructional Staff will complete a Data Carousel Activity where the teachers are identifying strengths and weaknesses based on historical trend data and how this aligns with our 54% target goal Lisa P. Eutsey 10/15/2018 PLC Beginning of the Year Overview and Refresher $28,151.00
Professional Development that best aligns to BEST Practice #2: Embedded High Quality RTi Process/Providing High Quality Instruction that supports all students Lisa P. Eutsey, Adrianne Sears, Lisa Labruto 10/19/2018 Balanced Literacy Training, Small Guided Reading Groups, DBQ, Foundational Progressions in Literacy, Differentiated Literacy centers $28,151.00

BPIE Files

File Name Uploaded Date
BPIE_2018.pdf 10/22/2018