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

Miramar HS (1751)

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

1751 World History

Thursday

1st

8/8/2018 - 5/10/2018

11:45 AM - 2:45 PM

9, 10

1751 Am History

Thursday

1st

8/8/2018 - 5/10/2018

11:45 AM - 2:45 PM

11

1751 Social Studies 9-12

Thursday

1st

8/8/2018 - 5/10/2018

11:45 AM - 2:45 PM

9, 10, 11, 12

1751 Guidance 9-12

Thursday

1st

8/8/2018 - 5/10/2018

11:45 AM - 2:45 PM

9, 10, 11, 12

1751 Science 9-12

Thursday

1st

8/8/2018 - 5/10/2018

11:45 AM - 2:45 PM

9, 10, 11, 12

1751 World Languages

Thursday

1st

8/8/2018 - 5/10/2018

11:45 AM - 2:45 PM

9, 10, 11, 12

1751 Math 2

Thursday

1st

8/8/2018 - 5/10/2018

11:45 AM - 2:45 PM

9, 10, 11, 12

1751 Math 1

Thursday

1st

8/8/2018 - 5/10/2018

11:45 AM - 2:45 PM

9, 10, 11, 12

1751 ESE 9-12

Thursday

1st

8/8/2018 - 5/10/2018

11:45 AM - 2:45 PM

9, 10, 11, 12

1751 Pathway & Non-Pathway Electives 2

Thursday

1st

8/8/2018 - 5/10/2018

11:45 AM - 2:45 PM

9, 10, 11, 12

1751 Pathway & Non-Pathway Electives 1

Thursday

1st

8/8/2018 - 5/10/2018

11:45 AM - 2:45 PM

9, 10, 11, 12

1751 Literacy 11th & 12th

Thursday

1st

8/8/2018 - 5/10/2018

11:45 AM - 2:45 PM

11, 12

1751 Literacy 9th & 10th

Thursday

1st

8/8/2018 - 5/10/2018

11:45 AM - 2:45 PM

9, 10

 


 

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

587

21.10

19.30

28.60

35.80

31.70

10

620

23.20

15.00

28.90

35.50

29.20

11

688

27.60

10.20

25.70

18.60

22.10

12

642

43.30

6.70

13.60

1.20

13.90

 

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

Student data is derived from diagnostic tests, common formative assessments, and state assessment data to drive instruction and provide a realistic picture of student achievement. The data from these tests are discussed and monitored in our monthly Professional Learning Communities as well as during RTI and admin meetings.

The instructional materials used to academically support students include USA Test Prep, Quia, Khan Academy, Vocabulary.com, Newsela and Math Nation. USA Test Prep & Quia are assessment resources that allows data to be compiled quickly and show trends and areas of deficiencies in student performance. USA Test Prep is also used to assign lessons to address student deficiencies as identified on diagnostic and common formative assessment. Khan Academy gives students the opportunity to receive practice exercises on standard that they performed below the norm as determined by the College Board administered PSAT and SAT. Vocabulary.com helps students learn and practice vocabulary terms in their different courses.  Newsela is a reading/current event resource used by teachers tpassign work based on a student's Lexile level which allows for differentiated instruction to take place in the classroom.  Math Nation provides video and math exercises to support teacher instruction in Algebra and Geometry courses. 

Academic performance reports are generated after interim reports and quarterly report cards. Data is also pulled from Terms and Basis.  Based on the data, students that are not progressing properly have meetings and are monitored by administration, guidance counselors, study hall teachers and the social worker. In addition, mentors are provided to struggling students through the Women of Tomorrow and Mentoring Tomorrow's Leaders programs to give them an extra push towards improving and ultimately being on track.  Counseling is also provided by our family counselor and outside counseling services.

 

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Tuesday

4th

8/28/2018 - 5/28/2019

12:00 PM - 2:00 PM

Tuesday

4th

8/28/2018 - 5/28/2019

8:00 AM - 10:30 AM

 

School Counseling Plan File

File Name Upload Date

ASCP-Counseling-Plan.pdf

8/23/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

SEL-Action-Plan-2018--MHS-0171.docx

10/18/2018

PASL-Implementation-Plan-2018-2019.docx

9/7/2018

 


 

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.

 

Evidence/Artifacts

Standards and Indicators

File Name

Standards & Indicator

Upload Date

survey-data.zip

10/19/2018

 

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-Agenda-11-13-18.pdf

November

Monitored

11/14/2018

SAC-Guest-Sign-In-11-14-18.pdf

November

Monitored

11/14/2018

SAC-Committee-Sign-In-11-13-18.pdf

November

Monitored

11/14/2018

MHS-SAC-Composition-Report.pdf

October

SAC ByLaws

10/26/2018

SAC-Meeting-Minutes-9-18-18.pdf

October

Monitored

10/26/2018

MHS-Oct-2018-Guest-Sign-In.pdf

October

Monitored

10/26/2018

MHS-Oct-2018-SAC-Sign-In.pdf

October

Monitored

10/26/2018

MHS-Oct-2018-SAC-Agenda.pdf

October

Monitored

10/26/2018

SAF-Ag-Oct.docx

October

A+ Funds

10/26/2018

SAC-Oct-Min.pdf

October

A+ Funds

10/26/2018

SAC-ByLaws-2019.pdf

October

SAC ByLaws

10/25/2018

MHS-SAF-Bylaws-2018.pdf

October

SAF ByLaws

10/25/2018

Surveys-Report-Student-MHS.pdf

October

None

10/19/2018

Surveys-Report-Staff-MHS.pdf

October

None

10/19/2018

Surveys-Report-Parent-MHS.pdf

October

None

10/19/2018

SAF-Ag-Sept.docx

September

ByLaws

10/10/2018

SAC-Guest-Sign-In-September-2018-Meeting.pdf

September

SAC ByLaws

9/18/2018

SAC-Member-Sign-In-September-2018.pdf

September

SAC ByLaws

9/18/2018

SAC-September-2018-Agenda.pdf

September

SAC ByLaws

9/18/2018

SAF-Mtgs-2018-2019.docx

September

ByLaws

9/12/2018

SAC-Mtgs-2018-2019.docx

September

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?

For the 2018-2019 school year, Miramar will be focusing on improving performance on several on standardized assessments that are utilized to determine student end of course grades, graduations status and the overall school letter grade.  The goal is to increase student proficiency by 3%.  Students will demonstrate growth in each of the outlined by May of 2018:  
44% to 47% in ELA as measured on the FSA ELA assessment
30% to 33% in Math as measured on the FSA EOC
43% to 46% in Biology as measured on the Pearson EOC
65% to 68% in U.S. History as measured on the Pearson EOC
 

 

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?

 
In order to improve student performance on on standardized assessments in English, Math, Social Studies and America History.  Teacher will meet in their PLCs during the monthly professional study days to do the following:
  • review and adjust their curriculum maps
  • create common assessments on the standards
  • analyze the data from the assessments
  • adapt lessons based on the data
  • present best practices on different subject matter to address the standards
  • receive training in support materials such as Quia, USA Test Prep, Achieve 3000, Naviance et...

 

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

In addition to utilizing professional study days to addresses all the topics stated above teachers will utilize common planning time.  Teachers will also attend monthly chat and chew sessions provided during each class period to learn about new support materials such as khan academy, voc.com, newsela as well as to observe best practices showcased by different members of the faculty.  Teachers will also attend district trainings offered through "my learning plan".

 

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

Across tested areas there will be at least two Common Formative Assessments per quarter. The data that is generated during this time will be discussed and reviewed within our Professional Learning Communities and be used to drive instruction.

 

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

For students that are not progressing towards school and district goals, there will be remediation services offered to them. Our National Honor Society offers peer tutoring and there are additional tutoring opportunities offered through our 21st Century Program. Additionally, in the months leading towards asessments there will be targeted pullouts of our students that are on the cusp of reaching proficiency based on their performance on Common Formative Assessments.

 

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 teachers incorporate elements of the Universal Designs of Learning regularly to ensure that the needs of all types of learners on campus are being met regularly in the classroom. An example of this can be found in our common board configuration set-up in which each teacher is expected to have a daily posted lesson goal. Teachers are encouraged to use multiple assignment options that infuse creativity and working constructively in groups. In order to ensure that this type of learning is happening administrators and curriculum leaders conduct regular walk-throughs to observe teachers and students. Students are routinely asked questions to determine their level of understanding of the class's learning goals.

 

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

The school ensures that Tier 1 Standards-Based classroom instruction is being implemented properly and effectively in a multitude of ways. When it comes to objectives, teachers use a common board configuration and objectives are written in student-friendly terms. Regarding assessments, data is collected through common formative assessments and the results of the tests are discussed in PLC's and used to drive 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?

9th-12th Grade: Achieve 3000, USA Test Prep, Khan Academy, and NewsELA are utilized as intervention programs across grade and curriculum areas. The students have access to the digital platforms through laptop access in the core curriculum areas as well as the media center before and after school.  These digital platforms have a variety of literary as well as informational text.

Students have the option to either receive a hard copy textbook as well as a digital textbook.

 

 

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

MHS utillizes the PASL program, Mentoring, and student organizations  as well as a variety of other cocurricular programs on campus to develop Social and Emotional Skills and implementation of SEL standards. MHS mentoring programs include Mentoring Tomorrow's Leaders, 5000 Role Models of Excellence, Women of Tomorrow and Peer Counseling and Latino's in Action. These programs implement the 5 SEL competencies with extra emphasis on the three  goals of self-awareness, self- management, and social awareness.

 

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

  • Self-Awareness taught hrough mentoring and personalization period seminars
    • Identifying emotions
    • Accurate self-perception
    • Recognizing strengths
    • Self-confidence
    • Self-efficacy
  • Self- management taught through PASL
    • Impulse control
    • Stress management
    • Self-discipline
    • Self-motivation
    • Goal-setting
    • Organizational skills
  • Social - Awareness taught through the content areas and curriculumn as well as school wide diversity celebrations
    • Perspective-taking
    • Empathy
    • Appreciating diversity
    • Respect for others
 
  • Responsible Decision making taught through peer counseling, mentoring, and guest instruction through personalization periods
    • Identifying problems
    • Analyzing situations
    • Solving problems
    • Evaluating
    • Reflecting
    • Ethical responsibility
  • Relationship Skills taught through mentoring programs as well as study hall seminars.
    • Communication
    • Social engagement
    • Relationship-building
    • Teamwork
 

 

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

MHS school wide policies and practices support the social and emotional learning needs of students through the usage of a multitiered intervention system for discipline, academics, and attendance. Students are provided with responsive and intuitive support services that cater to the unique needs of the individual to ensure equitable access and oppurtunities as well as reduction of barriers to success in school. The usage of scheduling for the design of unique personalization periods in which students are able to build positive relationships with mentor-teachers while working on SEL goals and skills development is a universal MHS has implemented to foster school wide mentoring in addition to the official SEL mentring programs ( Mentoring Tomorrow's leaders, Latino's in Action, PASL, and 5000K Role Models of Excellence.

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Common Formative Assessments, Khan Academy, Voc.com, USA Test Prep, Newsela, etc. All teachers 5/10/2019 PLCs on professional study days will provide training, assessment creation and assessment results reflection activities. $10,000.00

BPIE Files

File Name Uploaded Date
BPIE-.pdf 7/25/2018