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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

Plantation HS (1451)

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

Fine Arts

Thursday

1st

9/6/2018 - 5/2/2019

12:40 PM - 2:40 PM

9, 10, 11, 12

IB

Thursday

1st

9/6/2018 - 5/2/2019

12:40 PM - 2:40 PM

11, 12

Government/Economics

Thursday

1st

9/6/2018 - 5/2/2019

12:40 PM - 2:40 PM

12

U.S. History

Thursday

1st

9/6/2018 - 5/2/2019

12:40 PM - 2:40 PM

11

Visions & Pursuits

Thursday

1st

9/6/2018 - 5/2/2019

12:40 PM - 2:40 PM

10

World History

Thursday

1st

9/6/2018 - 5/2/2019

12:40 PM - 2:40 PM

9

World Languages

Thursday

1st

9/6/2018 - 5/2/2019

12:40 PM - 2:40 PM

9, 10, 11, 12

Guidance

Thursday

1st

9/6/2018 - 5/2/2019

12:40 PM - 2:40 PM

9, 10, 11, 12

ESE

Thursday

1st

9/6/2018 - 5/2/2019

12:40 PM - 2:40 PM

9, 10, 11, 12

11/12 Math

Thursday

1st

9/6/2018 - 5/2/2019

12:40 PM - 2:40 PM

11, 12

PE/JROTC

Thursday

1st

9/6/2018 - 5/2/2019

12:40 PM - 2:40 PM

9, 10, 11, 12

CTACE

Thursday

1st

9/6/2018 - 5/2/2019

12:40 PM - 2:40 PM

9, 10, 11, 12

Chemistry

Thursday

1st

9/6/2018 - 5/2/2019

12:40 PM - 2:40 PM

9, 10, 11

Biology

Thursday

1st

9/6/2018 - 5/2/2019

12:40 PM - 2:40 PM

9, 10

Environmental Science

Thursday

1st

9/6/2018 - 5/2/2019

12:40 PM - 2:40 PM

9

Geometry

Thursday

1st

9/6/2018 - 5/2/2019

12:40 PM - 2:40 PM

9, 10, 11

Algebra

Thursday

1st

9/6/2018 - 5/2/2019

12:40 PM - 2:40 PM

9, 10

12th Grade ELA

Thursday

1st

9/6/2018 - 5/2/2019

12:40 PM - 2:40 PM

12

11th Grade ELA

Thursday

1st

9/6/2018 - 5/2/2019

12:40 PM - 2:40 PM

11

10th Grade ELA

Thursday

1st

9/6/2018 - 5/2/2019

12:40 PM - 2:40 PM

10

9th Grade ELA

Thursday

1st

9/6/2018 - 5/3/2018

12:40 PM - 2:40 PM

9

 


 

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: 9/18/2019)

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

09

551

67.00

100.00

133.00

198.00

144.00

10

595

78.00

113.00

170.00

258.00

253.00

11

553

54.00

78.00

138.00

176.00

173.00

12

590

100.00

43.00

53.00

37.00

58.00

 

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

Students displaying early warning indicators are identified as early as possible through data analysis, teacher input, and test scores. Students are referred to the RtI team where strategies are put into place to work towards academic improvement. Students may be provided with extra assistance during the school day through their personalization period. In addition, curriculums proven to promote student success are implemented within the classroom. Students are taught using a differentiated, standards-based curriculum to ensure success. Authentic assessments are conducted and progress is monitored regularly. Students in need of further assistance may be recommended for push-in or pull-out sessions with a member of the RtI team or referral for additional assessment. In addition, students may be referred for additional assistance outside of school hours through programs such as YMCA and Mentoring Tomorrow's Leaders. The school works closely with parents of low-achieving students to ensure success. Parents are invited to afterschool events, such as Family Literacy Night, to promote carry-over at home. Student absenteeism and behavioral issues are closely monitored through guidance and adminstration.

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Thursday

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

9/6/2018 - 5/30/2019

9:30 PM - 10:30 PM

 

School Counseling Plan File

File Name Upload Date

PHS-Annual-Guidance-Plan-2018.19.pdf

9/27/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

SEL-Plantation-High-School-Implementation-Plan-2018-2019.pdf

12/12/2018

 


 

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

May-2019-SAC-Meeting.pdf

May

A+ Funds

5/28/2019

Plantation-HS-PSD-19-20.pdf

April

Waiver Application

4/24/2019

March-2019-SAC-Meeting.pdf

March

Monitored

3/7/2019

February-2019-SAC-Meeting.pdf

February

None

2/6/2019

Mid-Year-Reflection-2019.pdf

January

None

1/14/2019

January-2019-SAC-Meeting.pdf

January

Monitored

1/9/2019

Plantation-High-SAF-Bylaws.docx

January

SAF ByLaws

1/9/2019

Mid-Year-Reflection-2019.docx

December

Monitored

12/12/2018

December-2018-SAC-Meeting.pdf

December

None

12/5/2018

November-2018-SAC-Meeting.pdf

November

A+ Funds

11/14/2018

Committee-Membership-November-2018.pdf

November

None

11/13/2018

October-2018-SAC-Meeting.pdf

October

Monitored

10/3/2018

September-2018-SAC-Meeting.pdf

September

None

9/5/2018

SAC-ByLaws-1819.pdf

September

SAC ByLaws

9/5/2018

 


 

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?

According to the SES Band 4 data, PHS will need to focus increasing student achievement in the areas of Algebra 1 EOC, Biology EOC, U.S. History EOC, and FSA. We will continue to place our efforts on our lower quartile in the same areas mentioned. Showing student growth in these areas will allow for our school to gain points so as to increase in the SES Band 4. Gaining the needed points to bridge half the gap to the top of SES Band is the goal of our school. Stategies will be set in place to increase by 5% points in Math, Science, and English. In addition, we will show 5% gains for our lower quartile students in Math, Science, and Reading.

 

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 Practices 1, 2 and 3 will be scaled up to improve teaching and learning in order to increase performance with in the SES Band 4. BEST Practice 1 will be scaled up because creating authentic Professional Learning Communities will allow the teachers to collaborate and share best teaching practices and strategies for overall teachers and student performance. BEST Practice 2 because by creating a positive environment for struggling students, it would allow for an increase in student acheivement through the use of positive interventions. BEST Practice 3 because when the emotional and social needs of our students are met through the collaboration of all stakeholders (ie. parents, teachers, administrators, community leaders, and local businesses), the focus of students' acheivement will increase.

 

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

BEST Practice 1 (Focused and Authentic Professional Learning Communities, PLC) - The more you develop active professional learning communities within schools in which teachers observe each other’s teaching, and work with school leadership to make on going improvements, the greater the consistency and quality of teaching across the whole school, at which point all students in the school benefit and keep on benefiting. Creating an authentic PLC that will focus on Marzano's 9 High Yield Strategies in conjunction with the CARE Cycle will be the focus of the PLCs at PHS. In order to increase Rigor and Depth of Knowledge for College and Career Readiness, teachers will incorporate the Super Seven from Marzano's DQ2, DQ3, and DQ4 into their lessons with more frequency. Within PHS's PLC, teachers will create common planning and assessments that will be more focused on teaching to the standards through the implementation of Goals and Scales which will be aligned to the State Standards.
BEST Practice 2 (An Embedded High Quality RtI Process) - Response to Intervention (RtI) is at work within a school’s culture for each and every teacher by means of classroom management. RtI is extremely effective for reaching out to students and parents. RtI is important because it has the potential to unify education by promoting the sharing of resources, intervening early, and breaking down the walls for underachieving students. Essentially, RtI can build a system where students benefit from targeted interventions and frequent progress monitoring designed to enhance the achievement of all students. However, it is the classroom teacher’s responsibility to refer struggling students to the school social worker so as to initiate the eligibility process of RtI, most teachers are not trained on RtI. Therefore, creating Professional Development for teachers throughout the school year concerning the purpose and implications of RtI on student achievement is essential. Monitoring students with attendance below 90% along with monitoring students with 1 or more suspensions will be the focus for RtI because research shows there is a direct correlation between attendance and student achievement. Creating a mentorship for these students to develop emotional and social skills will explored.
BEST Practice 3 (Optimal Internal/External Relationships) - Purpose and Direction - Instructional Leaders will employ and monitor a decision-making process that is based on vision, mission, and improvement priorities using facts and data; manage the decision-making process, but not all decisions, using the process to empower others and distribute leadership when appropriate; establish personal deadlines for themselves and the entire organization; and use a transparent process for making decisions and articulating who makes which decisions. 
Governance and Leadership - Instructional Leaders will work collaboratively to develop and implement an instructional framework that aligns curriculum with state standards, effective instructional practices, student learning needs, and assessments. District-supported state initiatives focused on student growth will be supported by PHS's Instructional Leaders with specific and observable actions, including monitoring of implementation and measurement of progress toward initiative goals and professional learning to improve faculty capacity to implement the initiatives.
Teaching and Assessing for Learning - Classroom teachers will describe how they implement the various initiatives. Teachers will receive training on adapting instruction to student needs by participating in professional development associated with the initiative and implement the strategies learned every other Tuesday or Wednesday during their planning period. Again, in order to increase Rigor and Depth of Knowledge for College and Career Readiness, teachers will incorporate the Super Seven from Marzano's DQ2, DQ3, and DQ4 into their lessons with more frequency. Within PHS's PLCs, teachers will create common planning and assessments that will be more focused on teaching to the standards through the implementation of Goals and Scales which will be aligned to the State Standards. In addition, teachers will describe specific policies, practices, and procedures that result in a safe, respectful, and inclusive student-centered learning environment through quarterly data chats with their Departmental Instructional Leaders. 
Resources and Support Systems - PHS's Instructional Leaders will maximize the impact of school personnel, fiscal and facility resources to provide recurring systemic support for instructional priorities and a supportive learning environment by focusing on the records of depreciation of equipment, documentation of compliance with local and state inspections requirements, documentation of emergency procedures such as fire drills, evacuation and other emergency procedures, follow up on maintenance schedules, ensuring that we know the safety committee responsibilities, meeting schedules, and minutes, focusing on budget related to media and information resource acquisition, and ensuring that data on media and information resources available to students and staff is up-to-date. Sustainable and supportive relationships between school leaders, parents, community, higher education, and business leaders will be developed so as to help engage faculty in recognizing and understanding cultural and developmental issues related to student learning by identifying and addressing strategies to eliminate achievement gaps associated with student subgroups within the school. By creating effective community partnerships and collaborating to create bridges to meet our students’ emotional and social needs, our students will achieve success academically, emotionally, and socially. 
Using Results for Continuous Improvement - PHS will utilize and implement strategies from data collected from RtI, Customer Surveys, State Assessments, and along with other qualitative and quantitative data from school resources and create a need for data literacy. We will take more initiative to improve our ability to see where our teachers and students are in the most need for improvement. Instructional Leaders of PHS will identify the areas for improving teacher instruction and student performance on a monthly basis through classroom observations and teacher common assessment results.

 

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

School-level progress monitoring data is collected via FAIR testing twice per year, along with quarterly common assessments. 

 

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

Students not progressing towards school and district goals are provided with a variety of supports. Students progress is monitored through the RTI team and recommendations are made. Students may receive additional small group instruction through Literacy Coach, etc. Students may also be referred for additional services and testing as needed. Students in 9th grade are enrolled in PASL for additional support. In addition, extracurricular programs such as MTL (Mentoring Tomorrow's Leaders) and YMCA area available.

 

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)?

Through Professional Development and PLCs, teachers are provided with instruction on UDL principles to help them incorporate these effectively into their instruction. Teachers are well-versed on ESE and ELL accommodations, which are reviewed every year. Implementation is supposed by our school's Support Facilitators. In addition, students and teachers have access to a wide-range of technology, including projectors, laptops, and Recordex devices. This assists with varying formats of representation, establishing a digital learning environment or flipped classroom, etc. and appeals to a broad variety of learners. Teachers are also encouraged to accommodate all learning styles by incorporating visual, auditory, and kinesthetic activities into their lessons. 

 

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

We ensure that Tier 1 Standards-Based classroom instruction is being implemented properly and effectively by ensuring that all teachers are adhering to Career and College Readiness standards. Teachers use whole class and small group instruction. 

 

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?

Through English and Reading classes, students in grades 9-12 use the Florida Collections textbook for core instruction. 10th grade students in need of reading remediation use the Edge program for intervention. Supplemental literacy resources include Newsela and Common Lit. These programs all ensure that students have balanced access to literary and informational text. Students in science and history classes are also accessing informational texts through primary source documents, Newsela, etc. as well as the Florida adopted textbooks for their subject area.

 

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

SEL standards are currently implemented through the school's PASL program. PASL is implemented in all 9th grade study hall classes to provide students with the social and emotional learning skills they need to be successful in high school. SEL standards may also be implemented in one-on-one or small group meetings with guidance, social workers, etc. and in after school programs such as MTL and YMCA.

 

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

The primary way in which the five competencies of SEL are taught is through "rapid check ins."Students meet on an individual basis with their personalization teacher no less than once per quarter. During these check ins, teachers and students discuss grades, attendance, behavior, challenges during the school say, socialization, activities and extracurriculurs, etc. Students are also encouraged to join after school and mentoring activities to increase access to and chances for interacting with SEL competencies.

 

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

SEL standards are incorporated in a variety of ways. Foremost, SEL standards are implemented through personalization periods, specifically through out 9th grade PASL classes. SEL is also incorporated through our mentoring programs, such as Mentoring Tomorrow's Leaders and Women of Tomorrow. It is also part of our athletic program. SEL standards are incorporated through a curriculum implemented for students in Internal Suspension, as well.

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
9th and 10th grade students to engage in authentic practice using WriteScore Literacy Coach, ELA Teachers 4/30/2019 Teacher training on WriteScore use $4,848.80
Literacy Night, Professional Development, Supplemental Resources, High Quality Instruction, WriteScore, Achieve 3000 Admin team, Literacy Coach, Classroom Teachers 5/2/2019 Instructional Facilitators from various departments to provide monthly support
Literacy Night, Parent meeting opportunities through clubs such as MTL, Open House, SAC/SAF/PTSO Admin team, Literacy Coach, MTL Coordinator, SAC Chair 5/2/2019
Implement behavior and RtI plan, teach SEL through personalization and other opportunities Admin team, SEL Coordinator, RtI team 5/2/2019
Regular meetings, supplemental resources, professional development Admin team, Department Chairs, PLC Leaders 5/2/2019 Instructional Facilitators from various departments to provide monthly support

BPIE Files

File Name Uploaded Date
Plantation-HS-BPIE-2015-16.pdf 10/12/2018
Plantation-HS-BPIE-2015-16.pdf 9/12/2018