Select School Year

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

West Hollywood ES (0161)

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

Specials PLC

Monday

8/24/2018 - 5/27/2019

2:25 PM - 3:10 PM

Early Childhood PLC

Monday

8/8/2024 - 5/27/2019

2:25 PM - 3:10 PM

Pre K

To Be Determined Based on Data

Tuesday
Wednesday

5/28/2019 - 5/29/2019

2:25 PM - 3:10 PM

4, 5

To Be Determined Based on Data

Monday
Tuesday
Wednesday
Thursday

5/20/2019 - 5/23/2019

2:25 PM - 3:10 PM

K, 1, 2, 3

Math To Be Determined Based on Data

Monday
Tuesday
Wednesday

4/29/2019 - 5/12/2019

2:25 PM - 3:10 PM

3, 4, 5

Math To Be Determined Based on Data

Monday
Tuesday
Wednesday

4/22/2018 - 4/24/2019

2:25 PM - 3:10 PM

K, 1, 2

Thinking Maps

Monday
Tuesday
Thursday

4/15/2019 - 4/18/2019

2:25 PM - 3:10 PM

3, 4, 5

Thinking Maps

Monday
Tuesday
Thursday

4/8/2019 - 4/11/2019

2:25 PM - 3:10 PM

K, 1, 2

Thinking Maps

Tuesday

3/12/2019 - 3/12/2019

2:25 PM - 3:10 PM

5

Thinking Maps

Monday
Tuesday

3/4/2019 - 3/5/2019

2:25 PM - 3:10 PM

3, 4

Thinking Maps

Monday
Tuesday
Wednesday

2/25/2019 - 2/27/2019

2:25 PM - 3:10 PM

K, 1, 2

Data Carousel

Tuesday
Wednesday

2/19/2018 - 2/20/2019

2:25 PM - 3:10 PM

4, 5

Data Workshop

Monday
Tuesday
Friday

2/11/2019 - 2/15/2019

2:25 PM - 3:10 PM

K, 1, 2, 3

Math Guided Small Group

Tuesday
Wednesday
Thursday

1/22/2019 - 1/24/2018

2:25 PM - 3:10 PM

K, 1, 2

Guided Math Workshop

Monday
Tuesday
Wednesday

1/14/2019 - 1/16/2019

2:25 PM - 3:10 PM

3, 4, 5

Guided Reading

Thursday
Friday

1/10/2019 - 1/11/2019

8:10 AM - 3:10 PM

K, 1, 2, 3, 4, 5

BAS Carousel

Tuesday
Wednesday
Thursday

12/11/2018 - 12/13/2018

2:25 PM - 3:10 PM

K, 1, 2

Shared Read Aloud

Monday
Tuesday
Wednesday

12/3/2018 - 12/5/2018

2:25 PM - 3:10 PM

3, 4, 5

Shared Read Aloud

Monday
Tuesday
Wednesday

11/26/2018 - 11/28/2018

2:25 PM - 3:10 PM

K, 1, 2

Interactive Read Alouds

Tuesday
Wednesday

10/13/2018 - 10/14/2018

2:25 PM - 3:10 PM

4, 5

TIFF V PD

Tuesday

11/6/2018 - 11/6/2018

8:10 AM - 3:10 PM

Pre K, K, 1, 2, 3, 4, 5

BAS, Keystones & Interactive Read Alouds

Monday
Wednesday
Thursday

11/5/2018 -

2:25 PM - 3:10 PM

K, 1, 2, 3

Guided Reading

Thursday
Friday

10/25/2018 - 10/26/2018

8:00 AM - 3:20 PM

K, 1, 2, 3, 4, 5

Data Chat

Friday

10/19/2018 - 10/19/2018

8:10 AM - 3:10 PM

3, 4, 5

iReady PD

Wednesday

10/3/2018 - 10/3/2018

8:00 AM - 3:10 PM

3, 4, 5

WHE Alphabet Chart

Thursday

9/20/2018 - 9/20/2018

2:25 PM - 3:10 PM

Pre K, K, 1

Data Chats

Friday

9/28/2018 - 9/28/2018

8:30 AM - 12:30 PM

3, 4, 5

Guided Reading

Thursday
Friday

9/13/2018 - 9/14/2018

8:00 AM - 3:10 PM

Pre K, K, 1, 2, 3, 4, 5

Meet Your Class

Tuesday

9/11/2018 - 9/11/2018

2:25 PM - 3:10 PM

K, 1

Meet Your Class

Friday

9/7/2018 - 9/7/2018

2:25 PM - 3:10 PM

5

Meet Your Class

Friday

8/31/2018 - 8/31/2018

2:25 PM - 3:10 PM

4

Meet Your Class

Thursday

8/30/2018 - 8/30/2018

2:25 PM - 3:10 PM

3

Meet Your Class

Wednesday

8/29/2018 - 8/29/2018

2:25 PM - 3:10 PM

2

 


 

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

69

23.20

0.00

0.00

17.40

7.20

01

73

24.70

0.00

0.00

20.50

6.80

02

77

18.20

1.30

0.00

20.80

5.20

03

112

13.40

1.80

0.00

28.60

7.10

04

102

19.60

8.80

0.00

46.10

13.70

05

88

19.30

2.30

0.00

35.20

10.20

 

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

Curriculum team and teachers will employ the following strategies to improve the academic performace of students identified by the following early warning system:
Reading
1. Teachers will administer the Benchmark Assessment System (BAS) to each student.
2. Students that score two levels below on the BAS, score a level 2 or 1 on the Florida Standards Assessment (FSA) will be administered West Hollywood Elementary's Decision Tree to determine the area of intervention: Phonemic Awareness, Phonics, Fluency, or Comprehension.
3. Teacher will create a Reponse to Intervention (RtI) record for students who demonstrate a deficiency in reading. 
4. The RtI team will meet and develop a Tier 2 or Tier 3 plan. The team will reconvene within six to nine weeks to review the data and determine the progress of the intervention. Teachers and academic interventionist will implement Tier 2 and Tier 3 with fidelity. After Tier 3 is implemented, the RtI team will review the data and determine the student's progress. If the team recommends a psycho-educational evaluation, the ESE Specialist will provide the paperwork to the teacher.
Math
1. Teachers will administer the iReady Diagnostic Assessment.
2. Teacher will create an RtI record for students that score a level 1 or 2 on FSA, scores two levels below on the iReady Mathematics Diagnostic Assessment, or scores less than a 70% on Go Mathematics Chapter Test average for the marking period.
3. The RtI team will meet and develop a Tier 2 or Tier 3 plan. The team will reconvene within six to nine weeks to review the data and determine the progress of the intervention. Teachers and academic interventionist will implement Tier 2 and Tier 3 with fidelity. After Tier 3 is implemented, the RtI team will review the data and determine the student's progress. If the team recommends a psycho-educational evaluation, the ESE Specialist will provide the paperwork to the teacher.
Behavior
1. Teacher will recommend students to RtI when the student displays behaviors that are in need of intervention. The Assistant Principal will email the RtI team and teacher when a student receives referrals that is in need of a RtI in behavior.
2. The School Counselor, School Psychologist and/or ESE Specialist will assist the teacher collect base line data for one week. The teacher will also conduct an interest survey.
3. Once baseline data is collected, the RtI team will review the data and develop a behavior plan. The plan will be implemented for six weeks.
4. The RtI team will meet to review the data and determine its progress.
5. If the team proceeds with Tier 3, FBA/PBIP and request the Social Worker complete a psycho-social.
6. The RtI team will review the Tier 3 data after six week, and determine the progress of the intervention: continuation of the plan, change of placement or recommendation of a psycho-educational evaluation.

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Tuesday

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

9/11/2018 - 5/28/2019

8:30 AM - 3:10 PM

 

School Counseling Plan File

File Name Upload Date

ASCP_2018_2019.pdf

10/18/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

WHE_SELPlan_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-Meeting-November.pdf

November

A+ Funds

11/20/2018

SAF-Meeting-October-Agenda.pdf

October

A+ Funds

10/30/2018

SAC-Meeting-October-Minutes.pdf

October

A+ Funds

10/26/2018

SAF-October-Sign-In.pdf

October

A+ Funds

10/26/2018

SAC-Meeting-October-Sign-In.pdf

October

A+ Funds

10/26/2018

SAC-Meeting-October-Agenda.pdf

October

A+ Funds

10/26/2018

Surveys-Report-Student-WHE.pdf

October

None

10/26/2018

Surveys-Report-Staff-WHE.pdf

October

None

10/26/2018

Surveys-Report-Parent-WHE.pdf

October

None

10/26/2018

SAC-MAY-Minutes-2018.docx

October

A+ Funds

10/26/2018

WHE-SAC-Composition-2018.pdf

October

None

10/26/2018

WHE-SAF-ByLaws-2018.pdf

October

SAF ByLaws

10/26/2018

WHE-SAC-ByLaws-2018.pdf

October

SAC ByLaws

10/25/2018

SAC_SAF_Meeting_Dates.pdf

October

None

10/18/2018

 


 

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?

West Hollywood Elementary increased proficiency on the English Language Arts (ELA) Florida Standards Assessment (FSA) in 2018 by 1%. Although there was a minimal incline in ELA FSA proficiency, it decreased 6% in ELA FSA learning gains and decreased 8% in ELA FSA learning gains for the lowest quartile. The focus is to increase WHE ELA FSA proficiency to 43%, learning gains to 50%, and lowest quartile to 48% as evidenced in the 2019 ELA FSA.

 

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?

West Hollywood Elementary will implement Best Practice 1 Curriculum, Assessment, Remediation, and Enrichment and Best Practice 2 Response to Intervention. The teachers will continue to receive professional development in Guided Reading. They will learn how to administer and analyze running records and word study inventories to develop lesson plans that will target differentiated instruction in the areas of remediation and enrichment. Teachers will also refer students below level to the Response to Intervention team. A school-based decision tree will be administered to determine the area if deficit and implement a Tier 2 and/or Tier 3. intervention to help decrease the learning gap. 

 

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

West Hollywood Elementary will implement Best Practice 1 Curriculum, Assessment, Remediation, and Enrichment and Best Practice 2 Response to Intervention (RtI). The teachers will continue to receive professional development in Guided Reading. They will learn how to administer and analyze running records and word study inventories to develop lesson plans that will target differentiated instruction in the areas of remediation and enrichment. Teachers will also refer students below level to the Response to Intervention team. A school-based decision tree will be administered to determine the area if deficit and implement a Tier 2 and/or Tier 3. intervention to help decrease the learning gap. 
 
Best Practice 1 Curriculum, Assessment, Remediation, and Enrichment Plan
1. Train teachers, interventionists, and specials teachers how to administer a Benchmark Assessment System (BAS) running record and Word Study Inventory.
2. Provide professional development on how to analyze running records and Word Study Inventory to determine target lessons in Guided Reading small group.
3. Provide professional development and coaching how to develop lesson plans for Guided Reading and how to utilize the level library.
4. Model Guided Reading small group for grade level teams and debrief as a team with coaches and consultant.
5. Monitor through classroom walkthroughs, informal and formal observations.
6. Determine effectiveness through monitoring common assessments. 

Best Practice 2 Response to Intervention
1. Review student data.
2. Determine students who are below level, retained, or good caused promoted into the next level.
3. Teacher, Literacy Coach, Interventionist and Specials teacher will administer the reading decision tree to determine area in reading the deficiency.
4. Tier 2 and/or Tier 3 intervention will be implemented and monitored by the teacher and RtI team.
5. RtI team will review data and determine the design of Tier 3 intervention and/or recommendation for evaluation of a suspected disability.

 

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

West Hollywood Elementary uses BAS (Benchmark Assessment System) to monitor student progress. At minimum, every student is re-administered the BAS once per quarter. We also use i-Ready interim assessments to assess the standards they were previously taught by the teachers (similar to a unit assessment). The interim assessments are given approximately once every three weeks. We are also using School City for math and reading to provide us with progress monitoring based on standards.

 

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

West Hollywood uses the progress monitoring data mentioned above to determine of students are progressing or not. If they are not progressing, then we used targeted interventions to supplement tier 1 instruction (referred for RTI/start RTI process). We then have data chats (administration with teachers) to discuss student data and determine which students are still struggling and which have mastered goals.

 

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)?

West Hollywood focuses on standards-based instruction but implements it in several different ways. West Hollywood ensures that all classroom instruction is accessible to the full range of learners by making sure that teachers ensure that lesson goals are posted and stated, then referred to throughout the lesson. Also, at West Hollywood teachers provide assignment options and flexible workspaces. Within each classroom there will be a small group table, a whole group area, and different center locations throughout the room. Additionally, teachers provide students with regular feedback on how they are doing in different lessons and skills. Finally, all students have access to different types of materials and resources. Students have access to computers and digital resources, audiobooks, text enlargement tools, and traditional printed resources. Teachers have a common planning time to meet, and administration checks to ensure that teachers are implanting these strategies by formal or informal observations or walkthroughs.  

 

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

West Hollywood Elementary focuses on standards-based instruction. The grade level teams plan out their curriculum using the scope and sequence as a reference to ensure that all standards are taught. The curriculum is aligned to the standards in that specific grade level. We have data chats to monitor the standards that are being covered, assessed, mastered, and still need revisited.

 

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?

The core program for ELA instruction within the district and at West Hollywood Elementary is Journeys.  However, supplemental instructional materials such as the newly adopted Science and Social Studies materials are used in each classroom to ensure students have access to a balance of literary and informational text in a variety of mediums.  West Hollywood Elementary also has an extensive guided reading book room to supplement teachers' instruction.  The intervention programs available at West Hollywood Elementary are iReady, Leveled Literacy Intervention (LLI), Phonics 4 Reading, Wilson's Fundations, and Words Their Way.

 

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

In order to ensure students are developing social and emotional skills, West Hollywood Elementary implements the Broward County Pubic Schools Social and Emotional Learning Standards through our SEL specific lesson plans which teach specific characteristics on a weekly basis at the beginning of the school year and then monthly for the remainder of the year and are tied into the standards.  Integrating the focus on balanced literacy, texts are provided to teachers to supplement the lessons.  Further, each teacher is encouraged to incorporate morning meeting/circle into the daily schedule to promote discussions that meet the SEL standards.

 

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

The five competencies of the Social Emotional Learning are explicitly taught school-wide through our SEL specific lesson plans which teach specific characteristics on a weekly basis at the beginning of the school year and then monthly for the remainder of the year and are tied into the standards.  Integrating the focus on balanced literacy, texts are provided to teachers to supplement the lessons.

 

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

The Social and Emotional Learning lesson plans created by the leadership team at West Hollywood Elementary support the social emotional learning for students by encouraging characteristics that are part of the school-wide motto (ROAR: Respect, Optimism, Accountability, Responsibility) and the monthly Kids of Character traits.  Students in each class are identified monthly to receive the Student of the Month and Kid of Character awards for demonstrating the traits taught.  Students can also earn points for their classroom for Cooperation and Teamwork as part of the school-wide Class Dojo behavior management system.

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Professional Development in Guided Reading Lina Palacios, Jennifer Clinch, Alyssa Ricke 6/5/2019 Guided Reading $28,000.00

BPIE Files

File Name Uploaded Date
0161_10192017_WestHollywoodElem_BPIE.pdf 10/17/2018