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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

Northeast HS (1241)

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

13 PLC groups broken down by common subject areas.

Thursday

9/6/2018 - 4/4/2019

1:00 PM - 2:40 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: 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

451

14.60

9.10

35.00

37.50

28.20

10

489

21.50

6.50

37.40

36.80

31.10

11

439

20.50

3.20

35.80

23.90

21.60

12

399

18.80

2.30

16.50

1.80

7.80

 

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

Students that are identified by the early warning system are referred to the school’s free after school services that include enrichment opportunities in reading and math. The students will also have access to programs that track and monitor their progress, but more importantly provides personalized scaffolding for the students. These programs include USA Test Prep., Algebra Nation, ALEKS, etc. The students are able to utilize their study hall classes to access the available on site instructional resources, therefore the students do not lose any instructional time. 
There are pullout and push ins scheduled for students that require additional academic support. The Biology pullouts start in October with other subjects adding on in January. The push ins will start second quarter for various subjects. 
The guidance department is looking at student data at the end of first quarter and having individual, small group and large group meetings to discuss students academic progress and direct students to support that can assist them in their performance and success.

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Tuesday

2nd, 4th

9/11/2018 - 5/28/2019

9:00 AM - 10:30 AM

 

School Counseling Plan File

File Name Upload Date

Annual-School-Counseling-Plans.pdf

9/21/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

1241_10152018_SEL-Action-Plan-2018.docx

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_Attendance_11_5_2018.pdf

November

SAC ByLaws

11/6/2018

SAC_October_Minutes_Ammendments_11_5_2018.pdf

November

SAC ByLaws

11/6/2018

SAC_November_2018_Agenda.pdf

November

SAC ByLaws

11/6/2018

SAC_Minutes_11_5_2018.pdf

November

SAC ByLaws

11/6/2018

SAC_Committee-Membership_2018_2019.pdf

October

SAC ByLaws

10/24/2018

SAC-Attendance-10.8.2018.pdf

October

Monitored

10/15/2018

SAC-minutes-Oct-2018.docx

October

Monitored

10/15/2018

SAC-October-2018-Agenda.doc

October

Monitored

10/15/2018

SAC-Minutes-August_21_2018.doc

October

None

10/3/2018

SAC-Minutes-9.17.18.docx

October

SAC ByLaws

10/3/2018

SAC-Attendance-9.17.18.pdf

October

SAC ByLaws

10/3/2018

SAC-September-2018-Agenda.doc

October

SAC ByLaws

10/3/2018

SAC-August-2018-Agenda.doc

October

None

10/3/2018

SAC-Attendance-8.21.18.pdf

October

None

10/3/2018

 


 

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?

All content areas will be addressed: Reading, English, Math, History, and Science. All areas were chosen because they all have room for improvement. 

 

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?

Best Practice #1 - Authentic PLCs:

  • Teachers will utilize PLCs to share best practices and have guest speakers from the district to provide professional development. 

Best Practice #2 - Interventions:

  • Teachers will implement Tier 1 and Tier 2 strategies within the classroom and log those strategies within BASIS. 

Best Practice #3 - Internal/External Relationships:

  • Partnerships with YMCA, the City of Oakland Park, and Florida Atlantic University provide students with extended learning opportunities (ELO).
  • Partnerships with Keiser University and Broward College provide students with college and career readiness opportunities (CCR).

 

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

Best Practice #1: 

  • Representatives from the various PLCs will present successful practices during bi-monthly Curriculum Council meetings.

Best Practice #2:

  • All teachers received Tier 1 to 2 eligibility training.

  • Training for all teachers on integrated reports using BASIS. 

Best Practice #3:

  • Students will use Naviance as a portal to achieve ELO and CCR goals.

  • Teachers and school support staff will use Naviance to monitor and encourage progress.

 

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

All subjects give common formative assessments every two weeks. The data from the assessments is uploaded into a database and is analyzed by individual teachers, PLC's, curriculum leaders and administration. The information is used to drive instruction i.e., remediation, enrichment.

 

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

For those students not progressing toward the school goal:

  • Teachers will reteach lesson content then assess student learning and monitor their progress.

  • In regards to literacy goals, FAIR testing is used as a diagnostic tool to implement interventions and monthly remediation sessions. 

  • YMCA math tutoring is available after school.

  • During study halls: 

    • District coaches are working on creating a ‘math lab' to offer pull-outs. 

    • The biology team, utilizing data from common formative assessments, will do student pullouts with a focus on remediation and reteaching of concepts that students struggle with.

    • All teachers are available to struggling students during their study halls for tutoring. 

 

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 will differentiate instruction and utilize various pedagogical strategies to address all learners. 

  • Classroom instruction will be accessible to all learners by implementing high yield strategies tailored to the needs of the students.

  • Teachers will use a school-based “Instructional Focus Chart” to measure their mastery of the lesson content.

    • Also, teachers will accommodate SWD and ELL students with visuals aids to help master the lesson content.

  • Teachers will use a wide range of deliveries that include projectors as well as software programs such as Khan Academy, USA Test Prep, and Canvas.

  • Teachers will include group-centered, hands-on activities and labs within lessons. 

  • Teachers will use scaffolding, choice in assignments to support students at all learning levels and modalities to meet all learners needs.

 

 

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

  • Teachers record and keep accurate records in Pinnacle.
  • Teachers use Tier 1 interventions are a natural part of teaching.
    • These are discussed in PLCs as well as just casual ‘school talk’ conversations among teachers.
  • Teachers receive training on how to enter TIER 1 interventions in Basis along with refreshers what those interventions are. 

 

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 will utilize: 
    • Textbooks (including online)
    • Newsela
    • Vocabulary.com
    • District's SharePoint
  • Teachers will ensure that all of the material is at the grade level text complexity.
  • Multiple hands-on activities and labs.

 

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

  • Teachers have conversations which allow the students to react by giving feedback or constructively arguing. 
    • Students sometimes need to talk about a problem or explanation (or someone else’s) before attempting it on paper. 
  • Teachers will discuss real-life problems with students and all the societal factors involved. This helps develop the student's social-emotional skills.
  • Teachers help students with their organizational skills and expression through the use of binders, journals, and calendars.
  • Teachers will set up a “Peace Place” or “Relaxation Station” where students can choose to enjoy some quiet reflection or relaxation time if they feel they need it.

 

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

  • The English department teaches this through the literature covered in the curriculum.
  • The math department teaching the five competencies is an ongoing process.
    • It’s important to notice that these competencies overlap and that there is no one activity or technique that can address all of these for all students. Also, no activity can address only one. Because we are math teachers, we practice objectivity, transparency, honesty, and listening. Students in this type of environment are more comfortable confronting themselves and can, therefore, better deal with any emotional/social issues.
  • The science department embeds these competencies naturally throughout the course in various topics covered and also a part of what the teachers address and teach on a daily basis through their classroom practices and interactions with their students.

 

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

Our aim is to have all students at our school meet their academic and personal goals, while being able to use critical thinking skills and global thinking to guide their decision-making processes. We want our students to be equipped with skills that allow them to be socially aware and use positive relationship skills while being self-aware, exhibiting self-management and making responsible decisions. These goals will be supported by the training of staff and students in SEL competencies and the implementation of activities that throughout these and create an improved social and emotional culture in the school.

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Meet quarterly with student to review graduation status (support facilitator/ESE Specialist) Create time line/deadline to acquire requirement Develop action plan for missed deadline and/or reinforcement Celebrate each achievement towards graduation requirement. ESE Department and teachers of ESE students 5/1/2019 PLC
Domain specific vocabulary and use of mini assessments to drive instruction Fine Arts/CTACE teachers 5/1/2019 PLC
We plan on using BEST practices and high yield strategies in order to achieve our SMART GOAL. Some of the resources we will be using are the State's FSA ELA Reading assessments, United States History EOC practices/assessments and the District's Formative Assessments found on SharePoint. We plan on using the school-based Instructional Focus Chart to measure the growth of our students then monitor their progress during the course of 2018-2019 school year. Social Studies Department 5/1/2019 PLC's
We are utilizing the writing classes to support the English classes and creating lessons built around the deficiencies the English teachers feel the students have. We are also making sure that we reteach any deficiencies based upon the mini-assessment data. The teachers plan to create at least one "review day" a month, at their discretion, to support their students' needs. English Department 5/1/2018 PLC's
Reading strategies in science, scaffold, remediation and pullout Ashley Bacigalupi, Lindsay Bruce, Clara Mabour, Wanda Rosario 5/1/2019 PLC meetings and district support
Algebra teachers 4/30/2019 PLC, district support/training

BPIE Files

File Name Uploaded Date
Northeast-HS-BPIE-2015-16.pdf 10/10/2018