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

Whiddon-Rogers 7-12 (0452)

School Year

2018 - 2019

School Grade
(2017 - 2018)

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

Professional Learning Calendar

Wednesday

1st

4/4/2018 - 4/4/2018

11:45 AM - 2:30 PM

7, 8, 9, 10, 11, 12

Professional Learning Calendar

Thursday

1st

3/7/2018 - 9/7/2018

11:45 AM - 2:30 PM

7, 8, 9, 10, 11, 12

Professional Learning Calendar

Thursday

1st

2/7/2018 - 2/7/2018

11:45 AM - 2:30 PM

7, 8, 9, 10, 11, 12

Professional Learning Calendar

Thursday

1st

1/10/2018 - 1/10/2018

11:45 AM - 2:30 PM

7, 8, 9, 10, 11, 12

Professional Learning Calendar

Thursday

1st

12/6/2018 - 12/6/2018

11:45 AM - 2:30 PM

9, 10, 11, 12

Professional Learning

Thursday

1st

11/1/2018 - 11/1/2018

11:45 AM - 2:30 PM

9, 10, 11, 12

Professional Learning Calendar

Thursday

1st

10/4/2018 - 10/4/2018

11:30 PM - 2:30 PM

9, 10, 11, 12

Professional Learning Calendar

Thursday

1st

9/6/2018 - 9/6/2018

11:30 PM - 2:30 PM

9, 10, 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: 8/7/2019)

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

06

N/A

N/A

N/A

N/A

N/A

07

10

60.00

60.00

40.00

85.70

80.00

08

100

46.00

52.00

28.00

92.80

86.00

09

51

74.50

51.00

3.90

85.00

74.50

10

85

88.20

50.60

5.90

94.10

69.40

11

240

82.10

45.00

1.70

87.50

56.30

12

546

82.10

20.30

0.90

92.60

65.80

 

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

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Wednesday

2nd, 4th

9/26/2018 - 5/15/2019

9:30 AM - 11:00 AM

 

School Counseling Plan File

File Name Upload Date

2018-19-School-Counseling-Plan.pdf

10/18/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

1SEL-Action-Plan-2018-(1)-(Carrie-L.-Palmer)-(Carrie-L.-Palmer).docx

11/5/2018

 


 

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

SAF-Sign-In-5.15.19.jpg

May

Monitored

5/29/2019

SAC-sign-in-5.15.19.pdf

May

Monitored

5/29/2019

5.15.19-SAF-Agenda.pdf

May

Monitored

5/29/2019

5.15.19-SAC-AGENDA.pdf

May

Monitored

5/29/2019

SAF-Meeting-Minutes-5-15-19.pdf

May

Monitored

5/29/2019

SAC-Meeting-Minutes-5-15-19.pdf

May

Monitored

5/29/2019

WRECContinuationWaiver19-20.pdf

April

Waiver Application

4/26/2019

SAF-Meeting-Minutes-3-13-19-(2).pdf

April

Monitored

4/26/2019

SAC-Meeting-Minutes-3-13-19-(2).pdf

April

Monitored

4/26/2019

3.13.19-SAF-Agenda.pdf

April

Monitored

4/26/2019

3.13.19-SAC-AGENDA.pdf

April

Monitored

4/26/2019

SAF-Meeting-Minutes-4-17-19.pdf

April

Monitored

4/26/2019

SAC-Meeting-Minutes-4-17-19.pdf

April

Monitored

4/26/2019

3.13.19-SAC-AGENDA-(1).pdf

April

Monitored

4/26/2019

4.17.19-SAC-AGENDA.pdf

April

Monitored

4/26/2019

2.13.19SAFSignIn.pdf

February

Monitored

2/28/2019

2.13.19SACSAFGuests.pdf

February

Monitored

2/28/2019

2.13.19SACGuests.pdf

February

Monitored

2/28/2019

2.13.19SACComposition.pdf

February

Monitored

2/28/2019

2.13.19-SAF-Agenda.pdf

February

Monitored

2/28/2019

2.13.19-SAC-AGENDA.pdf

February

Monitored

2/28/2019

11.14.18SAFSignIn.pdf

November

Monitored

2/28/2019

11.14.18SACGuests.pdf

November

Monitored

2/28/2019

11.14.18SACComposition.pdf

November

Monitored

2/28/2019

SAF-Meeting-Minutes-1-16-19.pdf

February

Monitored

2/28/2019

SAC-Meeting-Minutes-1-16-19.pdf

February

Monitored

2/28/2019

0452_01312019_Mid-year-Reflection-18-19.pdf

February

Monitored

2/28/2019

1-16-19SAFGuestsSignIn.pdf

January

Monitored

1/28/2019

1-16-19SACGuestsSignIn.pdf

January

Monitored

1/28/2019

1-16-19SACCompositionSignIn.pdf

January

Monitored

1/28/2019

1.16.19-SAF-Agenda.pdf

January

Developed

1/28/2019

1.16.19-SAC-AGENDA.pdf

January

Monitored

1/28/2019

SAF-Meeting-Minutes-12-19-18.pdf

December

Monitored

1/28/2019

SAC-Meeting-Minutes-12-19-18.pdf

December

Developed

1/28/2019

12-19-18SAFGuestSignIn.pdf

December

Monitored

1/28/2019

12-19-18SACGuestSignIn.pdf

December

Monitored

1/28/2019

12-19-18SACSignIn.pdf

December

Monitored

1/28/2019

SAF-Meeting-Minutes-11-14-18.pdf

November

Monitored

1/28/2019

SAF-Meeting-Minutes-10-17-18.pdf

October

Developed

1/28/2019

SAF-Bylaws-2018-19.pdf

October

SAF ByLaws

1/28/2019

SAC-SAF-Meeting-dates.pdf

October

None

1/28/2019

SAC-Meeting-Minutes-11-14-18.pdf

November

Monitored

1/28/2019

SAC-Meeting-Minutes-10-17-18.pdf

October

Developed

1/28/2019

SACByLaws.pdf

October

SAC ByLaws

1/28/2019

CommitteeMembership18-19.pdf

October

Monitored

1/28/2019

9-12-18-SAF-Minutes.pdf

September

Developed

1/28/2019

9-12-18-SAC-Minutes.pdf

September

Developed

1/28/2019

9-12-18-SAF-Agenda.pdf

September

None

1/28/2019

SACVote.pdf

September

Monitored

1/28/2019

9-12-18-SAC-AGENDA.pdf

September

Developed

1/28/2019

9-12-18-GuestSignIn.pdf

September

Monitored

1/28/2019

9-12-18SACCompositionSignIn.pdf

September

Monitored

1/28/2019

12-19-18-SAC-AGENDA.pdf

December

Monitored

1/28/2019

10-17-18-SAFSignIn.pdf

October

Monitored

1/28/2019

10-17-18SACGuestSignIn.pdf

October

Monitored

1/28/2019

10-17-18-CompositionSignIn.pdf

October

Monitored

1/28/2019

12.19.18-SAF-Agenda.pdf

December

Monitored

12/17/2018

11.14.18-SAF-Agenda.pdf

November

Monitored

11/13/2018

11.14.18-SAC-AGENDA.pdf

November

Monitored

11/13/2018

SAC-Compositon-18-19.pdf

October

Monitored

10/23/2018

10.17.18-SAF-Agenda.pdf

October

Monitored

10/17/2018

10.17.18-SAC-AGENDA.pdf

October

Monitored

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?

Reading is the content area that was selected to ensure students are achieving proficiency. For the 2017 FSA/ELA , 83 students were tested and 1.67% of those tested met mastery, scoring a 3.6 achievement level. 

Proficiency was greatly noticed within the middle school subgroups. Black female students demonstrated an average mastery increase of 1.98% and black males demonstrated a 1.74% increase.

In order to improve in this critical area we will focus on improving student achievement in Reading, Language Arts and English classes.

For the 2017 PERT assessment, 243 students were tested and 63% met their Algabra I high school graduation requirement. Of that amount 37% passed on their first attempt.

The PERT plays an integral role in assisting our students in meeting the EOC graduation requirement. 

 

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?

Our best practices are focused on FSA Reading and EOC Algebra 1 which is the standard test required for graduation.  As an alternative center we work with the students to complete their credits Reading and Math as part of their content areas in which we can ensure students are achieving proficiency.  We Use FSA practice Test for Do Now assignments,  Achieve3000 allow for stretch articles for rigorous texts, and chunking. 

In Math, We scale-up our teaching efforts to improve our students PERT assessment.  This formal assessment plays an integral role in assisting our students in meeting the EOC graduation requirement. In order to accomplish this we ensure classroom pull-outs and test prep classes are administered.

We are scaling-up our teaching practices in the Career and Technical Education (CTE) classes in order to move our students into a specific career track, complete their credits and give them an opportunity to learn skills toward Post Secondary education.  Teachers use online test prepartion on GMetrix.net and pull-outs for certification test preparation classes which ensure student success. 

 

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

The BEST Practices will be Scaled-up with Differentiation of Instruction and Gradual Release within our classrooms.  The Coachs will also be pulling out specific students who need additonal help or guidance.  

The teachers have also been trained and expected to be using Technology, smartboards, Recordex and instructional websites such as NewsELA and Amazoninspire.com.  

 

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

At Whiddon-Rogers we conduct Quarterly Department Audits in order to monitor data on school-level progress.  The audits are  completed by the Reading, Math, Science, Career and Technical Education as well as our Guidance Department an presented to the administrive staff.   The Guidance audit will also include the number of graduates, certificates of completion, students returning to home school, referred to other programs, promotions, enrollment, and other related data.  Overall, the Audits include the Department Leadership Outlook, Personnel, Operations, Curriculum.  Within common planning teachers, discuss department data for credits, grades, attendance, standardized tests.

 

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

Through our Department Audits and common planning time we collaborate with our stakeholders to esure the fidelity of our students are progressing towards the school and district goals.  The Audits have increased curriculum alignment within the district and our classrooms.  The common planning time has allowed our teachers to increase their interdisciplinary lesson plans and collaborate on students progress toward graduation.   

 

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)?

The administrative team ensures classroom instruction is accessible to all students using UDL by monitoring the Department Audits and completing classroom walk-thrus.  They also enure the teachers are attending District department meetings, up-to-date on state standards, curriculum and the use of focus calendars.  Teachers receive. Professional development on interdisciplinary lessons, differentiated instruction, ESE and ESOL strategies in order to share their best practices.  Each department supports FSA, PERT, EOC, ACT/SAT, and other test preparation using focus calendars throughout the year coordinated by the department heads.   

 

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

Tier I instruction is delivered by whole group explicit instruction and then small group instruction with levels of differentiation: on-level instruction, re-teaching for struggling students, and extensions for advanced students. This instruction is monitored by department with the department head coaching and administrative walk-thrus.

 

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?

Teachers and students to class sets of books and other supplemental material based on their course curriculum.  Teachers also use internet websites to enhance instruction such as Achieve3000 which allows the teacher to differentiate reading  text with a students lexile level.

 

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

Through the SEL plan and the PASL program we incorporate Social and Emotional Learning standards into our school.

 

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

Through our PASL Team of Administrators, Behavior specialists, teachers, counselors and social workers professional development has be implemented and student data is collected.  Throught the PASL team, the teachers record conversations are recorded with the identified students once a week, they implement "Cool Zones"  and Male and Female Mentoring groups such as Mentoring Youth Forward (MYF) and Women of Tomorrow groups are utilized to explicitly teach the competencies.

 

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

Professional development training was implemented through our PASL Team to the staff and teachers. We have also implemented our HERO Management System, Cool Zones and PASL strategies teachers can use in their classrooms. Male and Female Mentoring groups such as Mentoring Youth Forward (MYF) and Women of Tomorrow groups are utilized to explicitly teach the competencies.

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Authentic Professional Learning Communities, RtI Meetings to support strugglinge Social-Emotional Learners, and Monthly Curriculum council meetings. Assistant Principal, professional learning facilitator, RtI Liaison, and Reading/English Coach 6/3/2019 Social-Emotional Learning, CARE Cycle, Marzano's Instructional Strategies, Professional Learning Goals and Scales, and Learner Centered Principles. $10,500.00

BPIE Files

File Name Uploaded Date
0452_06162016_Whiddon-Rogers-Education-Center-BPIE-2015-19.pdf 10/23/2018