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

Coconut Creek HS (1681)

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

Geometry

Wednesday

1st, 3rd

8/8/2018 - 5/15/2019

11:00 AM - 2:00 PM

11, 12

Algebra I

Wednesday

1st, 3rd

8/8/2018 - 5/15/2019

7:30 AM - 10:30 AM

9, 10

ELA 9/10

Tuesday

1st, 3rd

8/8/2018 - 5/15/2019

7:30 AM - 10:30 AM

9, 10

ELA 11/12

Tuesday

1st, 3rd

8/8/2018 - 5/15/2019

11:00 AM - 2:00 PM

11, 12

Biology

Thursday

1st, 3rd

8/8/2018 - 5/15/2019

7:30 AM - 10:30 AM

9, 10

US History

Thursday

1st, 3rd

8/8/2018 - 5/15/2019

11:00 AM - 2:00 PM

11

 


 

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

478

30.30

18.60

50.80

32.40

43.10

10

467

33.60

27.20

44.80

35.80

45.60

11

366

33.90

17.50

38.50

3.80

29.00

12

396

45.20

6.10

17.70

1.00

16.90

 

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

Coconut Creek High School employs and effectively uses the Multi-Tiered System of Support and Response to Intervention system as a way to improve academic and behavioral performance for each student. Teachers have been provided and trained on effective strategies to assist students who's academic performance begin to decline. An RTI team meets every Thursday from 10:00AM to 12:00PM of each week to problem solve and create effective action plans for students referred to the MTSS-RTI system. The school offers tutoring in every class for all subjects on Mondays and  Wednesdays at 1:40PM- 2:15PM. Mentorship has been put in place to ensure select students receive academic and behavior guidance, goal setting options and academic support. Coconut Creek High  is fortunate to have a math and Reading coach who identifies struggling students and support teachers in their classrooms of those struggling students. Each grade level school counselor identifies and meets with students who have recieve one or more failing grades in a class.

Coconut Creek High School will be offering the 21st Century Community Learning Centers (CCLC) program to our studnets starting on August 29, 2016. CCLC is a free after-school extended learning opportunity that offers students a variety of stimulating activities to promote academic success and personal well-being. CCLC will serve 80 students on a first come, first served basis and operate Monday-Thursday from 1:45 pm until 4:15 pm. Students will be provided with a nutritous meal as part of our partnership with our after-school Supper program. In addition, students will be provided with transportation home at the conclusion of the program daily. During the program, students will participate in various activities which include: tutoring, academic advising, leadership mentoring, enrichment participation, college tours, and standardized test preparation, and much more!

  • Teachers monitor attendance daily, contact parent for 3 consecutive absences
  • Promote attendance through daily announcements and by teacher conversation in class
  • Teachers complete SSW referral after 5 consecutive absences
  • Conference with student/parent
  • Refer to 21st Century for Tutoring 
  • Peer Counseling
  • MTL 

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Thursday

1st

9/20/2018 - 5/30/2018

10:00 AM - 12:00 PM

 

School Counseling Plan File

File Name Upload Date

ASCP-18_19.pdf

10/18/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

SEL-Action-Plan-2018-(1)-(1).docx

10/17/2018

 


 

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

MID-YEAR-REFLECTION-FORM-(2018-19)-(Scott-R.-Fiske).pdf

February

None

2/1/2019

September-11-minutes.pdf

September

None

2/1/2019

December-4.pdf

December

None

2/1/2019

November-13.pdf

November

None

2/1/2019

October-2.pdf

October

None

2/1/2019

November-B.jpg

December

None

12/19/2018

November-A.jpg

December

None

12/19/2018

December-B.jpg

December

None

12/19/2018

December-A.jpg

December

None

12/19/2018

October-2-B.pdf

October

None

10/18/2018

October-2.pdf

October

None

10/18/2018

SAC-Meeting-Dates.pdf

October

None

10/18/2018

September-11.docx

September

None

10/15/2018

Composition-Report.JPG

October

Monitored

10/15/2018

_SAF-Bylaw.docx

October

SAF ByLaws

10/15/2018

School-Advisory-Council-Bylaws.docx

October

SAC ByLaws

10/15/2018

image2018-10-12-061545.pdf

October

None

10/15/2018

 


 

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?

We are doing a school-wide initiative to try and improve all our content areas through all campus WICOR strategies, which incorporates teaching/learning methodologies in the following critical areas: Writing, Inquiry, Collaboration, Organization, and Reading to Learn.  Through each of our principal content areas we are training our students to think more critically with the use of Cornell notes.  All of our 9th and 10th grade ELA students are taking 2 classes of Writing and reading throughout the year. Teachers and students are utilizing Khan Academy through PSAT data to improve literacy.  Geometry students are paired Informal Geometry to help re-mediate student Geometry skills.  We have a built in tier 2 intervention for all our struggling students to have double the amount of instructional time within the content area. This includes Algebra 1, ELA 1 and 2, Geometry, and Biology. 

 

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?

With regards to our school initiatives such as Cornell Notes and School-wide AVID binders, teachers will participate in Professional Learning Communities. These PLC’s will allow the teachers to collaborate and share best teaching practices and strategies to improve overall teachers and student performance. “Building positive relationships and PASL will help create a positive environment for struggling students, it would also allow for an increase in student achievement through the use of positive interventions. Lastly, we will focus on the social and emotional learning, as well as ensuring the 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' achievement will increase.

 

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

Coconut Creek High School will implement the AVID strategies of Cornell Note Taking and Student Binders school-wide in 2017-18.  These strategies encompass all of the components of WICOR (Writing, Inquiry, Collaboration, Organization, Reading) which are essentila to the learning classroom.  Both Cornell Taking and Student Binders were introduced in the spring of 2017 to the staff.  New staff were offered PD during the summer and in pre-planning.  In additon, continuous PD sessions are occurring throughout the 2018-19 school year.  The school has an AVID site team that provides additional resources to instructional staff throughout the year in both formal and informal settings.  Application wil be measured by classroom observation and student interview.

 

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

Lessons plans are collected quarterly to monitor school level progress. Informal and formal observations are conducted periodically and Assistant Principals continue to use walk through as a tool to monitor student engagement. In addition, Grade level team analyze student performance in midterm exam to review student's progress.  

 

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

The school ensures the fidelity of students not progressing towards school and district goals by offering 21st century tutoring for remediation, Algebra project, and MTL.

 

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 school ensures that all teachers have been trained in courses that deal with:
- Differentiate Instruction [using audio, visual, movement, digital text, one on one]
- Understanding student IEP
- Community building
- Using Technology effectively
- Knowing students' strength and weaknesses
- Learning goals and Scales 
- Avid Strategies
 

 

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

The administrators ensure Tier 1 Standards-Based classroolm instruction is being implemented properly and effectively by conducting walk through, observations, pre-conference, post-conference with teachers and provide corrective feedback during those conferences. Also, Coconut Creek High School provides professional development to ensure teachers are implenting standards based classroom instructions with fidelity. 

 

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 access a variety of text via the internet to supplement their content level textbook.  Current events enhance the curriculum to make it relevant and engaging for our students. Videos and audio sound bites allow students to learn from a variety of mediums. Students record the information into Cornell Notes and keep in their AVID binder.

 

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 individual and group sessions we help students cope with personal and psychological issues that affect their school performance, behavior and socialization. Through one-on-one, classroom or school-wide sessions, we address issues relevant to the student population we serve, such as school attendance, substance abuse, teen pregnancy, abuse & neglect, and identity crisis.

 

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

Social Awareness - Social skills training through group meetings, guest speakers engage students in workshops and sensitivity trainings
Relationship Skills - Classrooms are set up in groups to ensure collaboration among students. 
Responsible Decision - Goal setting through PASL and various courses, monitoring goals, HERO system and rapid check-ins conducted by 2nd period teacher. 
Self management - Students are responsible to organize and maintain a binder for all classes. Teachers grade their binder periodically to ensure students are adhering to the school policy. 
Self Awareness - Guidance counselors conduct self awareness assessments for students to self reflect on their academic standing.  

 

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

Through groups, and clubs such as MTL, Women of Tomorrow, Lantinos in Action, and Women in Action we provide mentoring opportunities, empower, strengthen, educate and effectively build our student’s self-esteem. By doing so we are recognizing their personal qualities and making them aware of external supports. We have just begun to teach our students, yoga, mindfulness, and meditation. These practices will be used as tools to cope with and manage stressors, as well as mental health conditions such as Anxiety, and Depression.

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
All strategies and activities designed to accomplish this goal will be standard-based and data-based. Literacy Coach, Literacy Department, and other content area teachers. All school teachers share aspects the responsibility. 6/1/2019 Professional development will be provided on an as needed based on student data and teacher needs. The PD is offered during common planning meetings, PLC’s and formal PD, if necessary. We do not have a budget. Most of the required material are provided by teacher LEAD money.

BPIE Files

File Name Uploaded Date
BPIE_.pdf 10/16/2018