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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

Lauderdale Lakes MS (1701)

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

Innovative Programs

Monday
Tuesday
Wednesday
Thursday

1st, 2nd, 3rd, 4th

9/7/2018 - 5/17/2018

7:10 AM - 8:00 AM

6, 7, 8

Math

Monday
Tuesday
Wednesday
Thursday

1st, 2nd, 3rd, 4th

9/14/2018 - 5/17/2018

8:03 AM - 8:53 AM

6, 7, 8

Science

Monday
Tuesday
Wednesday
Thursday

1st, 2nd, 3rd, 4th

9/7/2018 - 5/17/2018

9:49 AM - 10:39 AM

6, 7, 8

Social Studies

Monday
Tuesday
Wednesday
Thursday

1st, 2nd, 3rd, 4th

9/7/2018 - 5/17/2018

12:05 PM - 12:55 PM

6, 7, 8

ELA

Monday
Tuesday
Wednesday
Thursday

1st, 2nd, 3rd, 4th

9/7/2018 - 5/17/2018

12:55 PM - 1:45 PM

6, 7, 8

Reading

Monday
Tuesday
Wednesday
Thursday

1st, 2nd, 3rd, 4th

9/7/2018 - 5/17/2018

1:50 PM - 2:40 PM

6, 7, 8

 


 

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

06

323

11.50

33.10

6.80

44.30

24.10

07

297

18.20

28.30

6.70

46.80

27.60

08

301

20.90

31.20

1.00

41.90

28.90

 

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

1.  At risk academic students are identified through D/F reports weekly.
2.  At risk behavior students are identified through BASIS data reports weekly.  
3.  Each D/F student and each behavior student's name is presented weekly through our SAED meetings.
4.  At risk students are assigned a guidance team member, instructional coach or assistant principal (A life Coach) and monitoring frequency is determined based on need.  
5.  Outcomes of interventions are shared weekly and a determination is made wether or not to continue monitoring lessen the Tiered support provided to the student.  
 

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Tuesday

1st, 2nd, 3rd, 4th

9/3/2018 - 5/17/2018

9:00 AM - 11:00 AM

 

School Counseling Plan File

File Name Upload Date

18-19-Counseling-Plan.pdf

10/18/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

SEL-Action-Plan-2018--LLMS.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

10.09.18SAFagenda-(1).docx

October

SAF ByLaws

10/18/2018

10.09.18SAFminutes.docx

October

SAF ByLaws

10/18/2018

10.09.18SACminutes.docx

October

SAC ByLaws

10/10/2018

9.25SACminutes.doc

October

SAC ByLaws

10/10/2018

Octsac-saf-10-Oct-2018-13-04-16.pdf

October

SAC ByLaws

10/10/2018

9.25SACminutes.doc

October

SAC ByLaws

10/8/2018

925SACuploads.pdf

October

SAC ByLaws

10/8/2018

 


 

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?

Based on SES Band Data, the content areas that we will be focusing on for improving student achievement is lowest 25% learning gains for both reading and math.
We chose these area because students in the lowest 25% are not making gains at the same rate as student's not in the lowest 25%.  Additionally, our goal is for the lowest 25% students to have 60% gains.  This will contribute towards our efforts of becoming a "B" school (53 percentage points, where we currently have 48 percentage points, therefore needing +5 percentage points).  

 

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 specific BESTpractice #1 that will be scaled up is Authentic Professional Learning Communities (PLCs).

 

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

 During PLC's we look at student evidence and data to make decisions about curriculum.  We also support teacher's development by providing feedback on lesson plans and activity alignment to standards.  Teacher's share best practices about small group instruction and research based instructional practices.  

 

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

Through our SEAD collaboration, we identify target groups and progress monitor their learning.  Instructional coaches collaborate to support teacher's in implementing Formative assessments which we will review to identify if we are on track to meeting our goals.  Adminstrators meet with teacher's through building capacity to have data chats with teachers.  Additionally, teachers and instructional leaders review diagnostic data for both i-Ready and Achieve 3000 to create small groups for classrooms and provide targeted remediation. 
 

 

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

Item Specs are utilized to provide feedback to teachers and create formative assessments.  Conversations around assessment limits are had to ensure fidelity of assessments. Lowest 25% classes have a "para scorecard" in which we track at risk students and determine if they are meeting their remediation goals on i-Ready and Achieve 3000. Additionally, all students are met with twice a quarter by their Life Coach Ambassador to determine if students are on track to making learning gains in both Math and Reading utilizing i-Ready and Achieve 3000 pathways. 
 

 

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)?

Teacher's are supported with standards based planning during Power Hour by instructional coaches.  Teacher's unwrap standards and identify standards-based activities.  During PLCs teacher's collaborate on best practices and resources for small group instruction (delivery).  During Power Hour teacher's also collaborate on cross-curricular planning which supports diverse learners.  Technology is also utilized on  a daily basis for small group instruction (blended learning).  

 

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

The FAST Pass feedback cycle is utilzied with the Lowest 25% teachers in both ELA and Math to support teacher's by providing timely feedback. Teacher's utilze Power Hour which is progress monitored through instructional coach support to ensure the fidelity of Tier 1 practices.  Administrators conduct informal observations to provide teachers with feedback on Tier 1 instructional practices, as well as meet with teacher's through building capacity sessions to provide feedback and identify next steps.  

 

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?

The core text utilzied is Collections in the ELA classrooms.  For interventions we utlize the Inside textbook.  For supplemental material for Lowest 25% classes we utilze Achieve 3000.  LAFS is used as a supplement for push-in support by the instructional coach/AP small group instruction.

 

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 School SEL Standards through Power Hour lesson plans and activities with students.  Additionally, Naviance is utilized to guide students in college and career readines.  Lastly, through our Life Coach Ambassador program, support staff meets with students and discusses attendance, behavior, and academic progress towards college and career readiness. 

 

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

The five competencies of SEL is explicitley integrated school-wide through Power Hour lessons and activities.  Teacher's collaborate utilzing secondstep.org to create lessons and activities to complete with students.  Our SEL teacher's then work collaboratively through Power Hour to share best practices with other teachers. 

 

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

Our school-wide positve behavior sequence and character trait expectations support the social emotional learning for students.  This sequence is to support students to make postive choice and correct their behavior before consequences.  Our 8 school-wide character expectations guide students towards postive behavior.  Additionally, we have school-wide mentoring programs such as small group pull-out support by school counselors and social workers, girl scouts, and Project L.I.V.E.

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Remediation for Reading and Math Jill Slesinski 4/1/2019 Math 180 and Reading 180 Professional Development $8,000.00
Created PLC ambassador groups to build capacity. Agendas are collaborated on ahead of time. Teachers have input as to what PLC goals should be/outcomes. Instructional coaches/AP will provide feedback to Ambassadors on PLC district protocols. Willie, Clerveaux, Riley, Joseph, PLC Ambassadors, AP's 10/11/2018 N/A

BPIE Files

File Name Uploaded Date
BPIE.pdf 9/14/2018