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

Westwood Heights ES (0631)

School Year

2018 - 2019

School Grade
(2017 - 2018)

B

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

K-2 English Language Arts

Tuesday

3rd, 4th

8/28/2018 - 5/28/2019

3:25 PM - 4:00 PM

K, 1, 2

K-2 Mathematics

Tuesday

8/28/2018 - 5/28/2019

3:25 PM - 4:00 PM

K, 1, 2

3-5 English Language Arts

Wednesday

1st, 2nd

8/28/2018 - 5/28/2019

3:25 PM - 4:00 PM

3, 4, 5

3-5 Mathematics

Tuesday

1st, 2nd

8/28/2018 - 5/28/2019

3:25 PM - 4:00 PM

3, 4, 5

 


 

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

106

32.10

1.90

0.00

9.40

4.70

01

103

26.20

2.90

0.00

37.90

18.40

02

103

21.40

1.00

0.00

20.40

3.90

03

107

23.40

5.60

0.00

39.30

12.10

04

96

9.40

7.30

0.00

37.50

5.20

05

79

19.00

0.00

0.00

21.50

5.10

 

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

  • Super QAR   
  • Journey’s Toolkit                              (K-5)
  • LLI                                                         (K-5)
  • Fundations                                          (K-3)
  • Phonics for Reading                         (2-5)
  • iReady (web-based)                         (K-5) 
  • Go Math – Strategic Intervention    (K-5)
  • iReady (web-based)                            (K-5)
  • TouchMath                                             (K-4)
  • Reflex Math (web-based)                   (2-5)
  • FCRR Fluency Probes                     (1-5)
  •  Quick Reads                                     (1-5)
  • TenMarks (web-based)                   (3-5)

 

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

9:00 AM - 2:00 PM

 

School Counseling Plan File

File Name Upload Date

Counseling-Plan.pdf

10/8/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

SEL-Action-Plan-18-19.docx

9/12/2018

 


 

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

a+-Voting-Sign-in-Sheet.pdf

October

A+ Funds

10/19/2018

A+-results-e-mail.pdf

October

A+ Funds

10/18/2018

A+-Ballot-E-mail.pdf

October

A+ Funds

10/10/2018

SAF-By-Laws-18-19.pdf

October

SAF ByLaws

10/10/2018

SAF-10.2.pdf

October

None

10/10/2018

10.2.pdf

October

A+ Funds

10/3/2018

9.4.18.pdf

September

Developed

9/24/2018

SAC-Composition.pdf

September

None

9/12/2018

SAC-ByLaws.pdf

September

SAC ByLaws

9/12/2018

 


 

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?

The content areas that are the focus based on SES Band Data are ELA and Math. This area was chosen because in the past we have had a lack of consistent growth in both areas. During the last 3 years, the school's improvement goal has and will continue to be: "If all learners are actively engaged in effective literacy instruction to include listening, speaking, reading, and writing across all content areas, then learners will demonstrate gains as evidenced by assessments." Due to acquiring an additional Math Coach, teachers are provided intensive support in mathematics (k-2 and 3-5). With this, we add Math as an area of focus for improving student achievement. 

 

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 practices that are being implemented to improve teaching-learning are:

  • Coaching Cycles
  • Collaboration
  • PLC's

 

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

  • Weekly coaching cycles with all teachers on campus utilizing our 3 instructional coaches and Assistant Principal
  • Data Chats per cycle to anlayze data and inform future instruction.
  • Collaboration among with coaches.
  • Weekly PLC's by content and grade level teachers.

 

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

School-wide progress monitoring data will be collected as follows:
ELA - Monthly comprehensive Assessments
Math - Monthly Alternating Assessments - (Acaletics Scrimmages (comprehensive), Interim Assessments (previously taught standards)
Science - Monthly Interim Assessments - Previously taught standards

All subjects will also participate in the BSA and a Mock Assessment. 
 

 

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

To assist in all scholars progressing toward goals, we utilize an "all hands on deck" approach. Utilizing all 4th and 5th grade teachers and support staff for Writing Cafe and all 3rd-5th teachers and support to teach Math Clubs. 

 

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)?


Our school ensures that all classroom instruction is accessible to the full range of learners by:

  • Posted Lesson Goals
  • Differentiated Lessons Assignments
  • Flexible workspaces 
  • Regular or ongoing feedback
  • Digital and audio text
  • Adaptive devices for ESE
  • Voice to Text

 

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

All staff has attended balanced literacy professional development courses. The concepts of BL are integrated throughout the PLC's and monitored through the coaching cycle and administrative walkthroughs. 

 

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?

Core  - Journey's K-5/ Go and Go Math K-5

Supplemental - LLI, Phonics for Reading, and iReady

Intervention - LLI,  Journey's Tool-Kit

 

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

Our school implements the Broward County Public Schools Social and Emotional Learning Standards to ensure students are developing social and emotional skills by using the standards to design classroom lessons, small group lessons, and ensuring that each competency of SEL(self-awareness, self-management, social awareness, relationship skills, and responsible decision making) is included in each activity when student visit the Social Emotional Learning Lab. Furthermore, school wide activities are planned with the standards in mind and the facilitator leads discussion before students participate in a school wide event such as Peace Week. 

 

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

The 5 competencies are explicitly taught in the social-emotional learning lab designed with 5 centers representing the components of SEL (Self-awareness, self-management, social awareness, relationship skills, and responsible decision-making). Students visit each center and engage in activities while the school counselor facilitiates. 

During classroom guidane lessions students engage in one or more acitiviteins formthe 5 competencies of SEL.

In regard to educators, professional development workshops are hosted for staff at each grade level to explore the Sanford-Harmony SEL Kits for scholars in their classes. Teachers engae in ole play/simulation and unpack the complnets on the SEL kits. 

 

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

Our school wide policy and practices support the social emotional learning of students by creating a positive climate at school where every scholar is greeted each day. We have routines and procedures that foster respect, relationship skills, safety, and decision making. This school year we have a Social Emotional Learning Lab that will facilitate a “RESET” for scholars having a challenging day. The SEL Lab is arranged in a “TAKE FIVE” model as centers for each component of SEL--self-awareness, self-management, social awareness, relationship skills, and responsible decision making.  Each center is arranged with tactile activities, cards, sensory cool down items, reflection items, games, reflection questions, puzzles and more. There is a cool down area with cool down crates for students to calm themselves if they are experiencing deeper emotions such as anger, sadness, frustration and a trampoline and stress balls for releasing tension. Scholars also have an opportunity to engage in the “TAKE FIVE” Experience by class as teachers are invited to bring their classes for 30 minutes at least once or twice a month. 

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
PLC's will be a mix of data chats, planning for instruction, and building teacher pedagogy. Administration and Instructional Coaches 5/28/2019
Teachers, support, and adminsitration All faculty 5/28/2019
Coaches and Admin will meet weekly with their assigned teachers and conduct weekly observations All Coaches and Administration 5/28/2019 None Needed

BPIE Files

File Name Uploaded Date
BPIE.pdf 10/18/2018