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

Hallandale HS (0403)

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

0403 Science

Tuesday

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

8/28/2018 - 5/28/2019

1:30 PM - 2:00 PM

9, 10, 11, 12

0403 Mathematics

Tuesday

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

8/28/2018 - 5/28/2019

11:30 AM - 12:00 PM

9, 10, 11, 12

0403 Performing Arts

Tuesday

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

8/28/2018 - 5/28/2019

11:30 AM - 12:00 PM

9, 10, 11, 12

0403 CTACE

Tuesday

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

8/28/2018 - 5/28/2019

8:00 AM - 8:30 AM

9, 10, 11, 12

0403 ESE

Tuesday

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

8/28/2018 - 5/28/2019

11:30 AM - 12:00 PM

9, 10, 11, 12

0403 Social Studies

Tuesday

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

8/28/2018 - 5/28/2019

9:15 AM - 9:45 AM

9, 10, 11, 12

0403 Reading

Tuesday

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

8/28/2018 - 5/28/2019

9:30 AM - 10:00 AM

9, 10, 11, 12

0403 Foreign Language

Tuesday

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

8/28/2018 - 5/28/2019

11:30 AM - 12:00 PM

9, 10, 11, 12

0403 ELA 9/10

Tuesday

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

8/28/2018 - 5/28/2019

9:30 AM - 10:00 AM

9, 10

0403 - ELA 11/2

Tuesday

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

8/21/2018 - 5/28/2019

9:30 AM - 10:00 AM

11, 12

 


 

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

09

398

29.60

12.10

21.90

36.20

26.10

10

373

33.00

18.20

25.70

34.00

31.10

11

359

37.00

12.30

27.60

19.20

27.30

12

363

47.90

5.50

6.90

0.60

9.60

 

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

Students who have more than 50 points as indicated by the early warning system are discussed and monitored by the RTI team. Students in RTI meet with guidance counselors and the RTI team to discuss academic improvement strategies and ongoing progress monitoring. Parents are involved in conferences and RTI  meetings to determine and monitor thier support plan. 

Teachers implement Tier 1 classroom strategies and TIer 2 & 3 interventions for students in the RTI process. Teachers conference with students and parents regarding progress and to plan future steps. 

Students who are identified as having potentially critical literacy deficits are referred to our student support team for additional diagnostic testing. 

Students who are struggling academically are referred to the LEAPS afterschool tutoring and the Saturday Success Academy where students can recieve support in Science, English Language Arts, and Mathematics. 

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Tuesday

1st, 3rd

8/21/2018 - 5/21/2019

8:00 AM - 10:40 AM

 

School Counseling Plan File

File Name Upload Date

Counseling-Plan---HHS-2018-2019.pdf

10/23/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

SEL-Action-Plan-2018-Hallandale-High-School.docx

2/1/2019

 


 

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

3-18-19-SAC-Sign-in-sheets.pdf

May

Monitored

5/29/2019

3-18-19-SAC-Agenda-&-Minutes.pdf

May

Monitored

5/29/2019

1-28-19-SAC-Agenda-&-Minutes.pdf

May

Monitored

5/29/2019

SAC-Meeting-Minutes-11-26-2018.pdf

November

Monitored

5/28/2019

SAC-Meeting-Minutes-5-20-2019.pdf

May

Monitored

5/28/2019

SAC-Meeting-Minutes-4-29-2019-.pdf

May

Monitored

5/28/2019

SAC-Meeting-Minutes-2-25-2019.pdf

May

Monitored

5/28/2019

November-2018-SAC-agenda.docx

November

Monitored

5/28/2019

Februaury-2019-agenda-SAC.docx

May

Monitored

5/28/2019

4-29-19-SAC-Agenda.docx

May

Monitored

5/28/2019

SAC-Meeting-Agend-&-Minutes-10-29-2018.pdf

October

Monitored

5/28/2019

5-20-19-SAC-Agenda-&-Sign-In.pdf

May

Monitored

5/28/2019

4-29-19-SAC-Sign-in.pdf

May

Monitored

5/28/2019

SAC-Sign-in-2-25-19.pdf

May

Monitored

5/28/2019

SAC-Sign-in---1-28-19.pdf

May

Monitored

5/28/2019

SAC-Sign-In---11-26-18.pdf

November

Monitored

5/28/2019

SAC-Sign-In-10-29-18.pdf

October

Monitored

5/28/2019

2019-2020-PSD-Continuation-Waiver.pdf

April

Waiver Application

4/24/2019

PSD-Continuation-Waiver-Documents---2018-2019---Hallandale-High-School.pdf

April

Waiver Application

4/24/2019

HHS-MID-YEAR-REFLECTION-FORM-2019.docx

January

None

1/31/2019

10-29-18_SAF-Agenda.pdf

October

None

11/15/2018

SAC-Composition--Hallandale-High-School.pdf

November

None

11/15/2018

September-24-SAC-Agenda-Minutes-SignIn.pdf

September

Developed

10/23/2018

August-2018-SAC-agenda-minutes-sign-in.pdf

August

Developed

10/23/2018

Hallandale-HS-SAC-Bylaws-2018-2019.pdf

August

SAC ByLaws

10/22/2018

Hallandale-HS-SAC-Dates--2018-2019.pdf

August

None

10/19/2018

 


 

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?

Our SES Band Data shows that while overall we are at the top of Broward schools in our SES Band, we are lagging behind in our Reading proficiency. Data indicates that 36% of students making learning gains in reading, which was better than Stranahan HS and Coconut Creek HS but fell behind Hollywood Hills, Miramar HS and Piper HS. Finally, 35% of our student in the bottom quartile made learning gains. This is obviously an area where our students struggle, and without literacy proficiency, it is difficult for them to excel in other content areas, or to be college and career ready. Therefore, this is an area of greatest urgency for us. 

 

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 that we will continue to scale-up to improve teaching and learning in order to increase performance within the SES Band is A Focused and Authentic PLC Process.

 

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

Our PLC's include weekly departmental professional learning communities that meet to complete the C.A.R.E. cycle of collaboratively analyzing student data, adjusting the curriculum, and providing remediation and enrichment. Each department has created an instructional focus calendar with a schedule of common assessments. Teachers meet weekly to discuss student progress towards mastery of the assessed standards and to create & monitor a plan of remediation and enrichment. Administrators, department chairs, and curriculum coaches also meet bi-weekly as a Curriculum Leadership Team to monitor data and discuss progress. Our professional development committee assesses the PD needs of our teachers utilizing staff surveys, walkthrough data, and student achievement data in order to provide learning on professional study days that will increase student achievement by increasing the effectiveness of instruction with a particular focus on improving literacy instruction in all content areas. 

 

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

Our school-level progress monitoring data is collected by using Common Formative Assessments which are administered every three to five weeks depending on the Instructional Focus Calendar. Midyear we also use mock EOCs and the SAT to collect data for remediation or enrichment to ensure student success.

 

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

Each department follows an instructional focus calendar that provides an opportunity for remediation, pullouts and quarterly data chats for their students. Teachers use their study hall periods to address grades and online courses with their students. School to home communication is also a vital tool used by teachers to enlist parents to help with students not progressing towards school and district goals. Teachers meet weekly for 30 minutes in department PLC's to plan instruction that is based on school goals and to analyze student data to ensure students are progressing towards mastery. Administrators meet with department leaders to discuss data chats and lesson plans. Teachers also meet with administrators individually to discuss their classroom instruction and student data in relation to the school and district 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)?

Teachers utilize departmental common planning time to work collaboratively to develop classroom lessons that offer flexible methods of presentation, such as lecture, jigsaw strategies, videos, demos, text-based lessons, and inquiry based lessons. They also plan lessons that offer multiple ways of expression to provide diverse students with alternatives for demonstrating what they have learned through portfolios, journaling, and through formative and summative assessments. Teachers also share lesson ideas designed and proven to motivate diverse learners to engage. Classroom walkthroughs are conducted by administrators, curriculum coaches, and master teachers to provide feedback to teachers about those 3 elements of the universal design for learning and staff development is offered to individual teachers and to groups of teachers based on identified needs.  

 

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

Our school ensures Tier 1 Standards-Based classroom instruction is being implemented properly and effectively with the use of walkthrus and observations conducted by our TIF Master teachers, department heads and administrators. Effective and immediate meetings follow the walk-thru and observation process to ensure timely and informative feedback is provided to all staff members.

 

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?

Each content curriculum teacher has a district-mandated textbook and supplemental program to use at each grade level. The district also provides software programs: Newsela, Math Nation, online textbooks and library resources. Our students have a choice of using the online version or a hard copy of their textbook. We offer afterschool programs where computers are available for student access to a variety of mediums.

 

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

Students in our PASL study hall classes and our mentoring groups, Mentoring Tomorrow's Leaders, 5,000 Role Models, Carter Cares, Women of Tomorrow, as well as students involved in a number of clubs and after school programs recieve instruction and applicable activities to improve their self-awareness, social awareness, responsible decision-making, self-management, and relationship skills. 

 

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

During the first week of school, our school wide postive behavior plan lessons are taught in every study hall classroom that deal with the competencies of social and emotional learning, and include specific lessons on goal setting and responsible decision-making, and maintaining postive relationships and conflict management. Students are also taught self-management strategies in their study hall classes. PASL study hall classes incorporate rapid check-ins to ascertain students' social and emotional well-being and to teach self awareness and self-management strategies. Quarterly grade level assemblies also address broad aspects of the SEL competencies. Guidance counselors complete classroom guidance presentations where they address SEL competencies as well. 

 

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

Our school has PASL incorporated in our 9th and 10th grade Study Hall classes where teachers are checking in with students every other day to ensure they are academically, socialy, and emotionally on track. They help them join clubs and activities that are of interest to them, and help students monitor their grades. We have many mentoring groups including 5,000 Role Models, Mentoring Tomorrow's Leaders, Women of Tomorrow, Glitter Girls, and Carter Cares. These mentoring groups explicitly teach problem solving, respect for others, self-confidence, self-discipline, communication, and relationship building. Studnets also have the opportunity to participate in a number of clubs and activities that teach them SEL competencies including SWAG, HOPE club, Future Chargers, Best Buddies, and BluApple Poetry Network, just to name a few. 

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Literacy and math pull-out and push-in provided in personalization periods Department Heads and Literacy Coach 5/31/2019
Utilize available literacy programs in all content areas( Newsela, vocabulary.com Khan Academy) Literacy Coach, Department heads,assistant principals over each curriculum area 5/31/2019
Master teachers provide classroom demonstrations and modeling for their peers. Create opportunities for classroom visits to observe demonstrations and modeling. Principal. Assistant principals. Literacy Coach and TIF 5 Master Teacher 5/31/2019
Students participate in LEAP High after school reading tutoring. 12th grade Assistant Principal, assistant principal responsible for Literacy, Literacy Coach, English and Reading Department heads 5/31/2019
Department heads along with Literacy coach agree upon common assessment practices. Departments create common rubrics and incorporate performance assessments in classroom instruction Provide time for assessment review. Classroom Teachers, Department Heads and Literacy Coach 5/31/2019
Professional development in coaching and mentoring. Provide time for constructive feedback and follow up activities. Literacy Coach, TIF5 Master teachers and assistant principals over each department 5/31/2019
Schedule time for department meetings. Share effective strategies in faculty meetings. Include one strategy in each monthly faculty meeting. Department Heads and Literacy Coach 5/31/2019 Khan Academy, College Board, Canvas, Newsela, Achieve3000, Stop Drop & Read $13,000.00 for Achieve 3000 & WriteScore program

BPIE Files

File Name Uploaded Date
HHS-BPIE-School-Level-Self-Assessment-2018-2019.pdf 12/12/2018
BPIE---HHS-2015-2016.pdf 10/23/2018