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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

Whispering Pines 1-12 (1752)

School Year

2018 - 2019

School Grade
(2017 - 2018)

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

Support PLC

Thursday

1st, 3rd

9/6/2018 - 6/1/2019

8:30 AM - 9:15 AM

K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12

High School PLC

Thursday

1st, 3rd

9/6/2018 - 6/1/2019

8:30 AM - 9:15 AM

9, 10, 11, 12

Therapeutic PLC

Thursday

1st, 3rd

9/6/2018 - 6/1/2019

8:30 AM - 9:15 AM

K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12

Off-Campus PLC

Thursday

1st, 3rd

9/6/2018 - 6/1/2019

8:30 AM - 9:15 AM

K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12

Specials PLC

Thursday

1st, 3rd

9/6/2018 - 6/1/2019

8:30 AM - 9:15 AM

K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12

Elementary/Middle PLC

Thursday

1st, 3rd

9/6/2018 - 6/1/2019

8:30 AM - 9:15 AM

K, 1, 2, 3, 4, 5, 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

KG

2

0.00

0.00

0.00

50.00

0.00

01

6

50.00

0.00

0.00

50.00

33.30

02

17

23.50

5.90

0.00

70.60

11.80

03

16

18.80

0.00

0.00

0.00

0.00

04

13

7.70

0.00

0.00

0.00

0.00

05

22

45.50

9.10

0.00

0.00

4.50

06

32

25.00

18.80

18.80

0.00

15.60

07

43

34.90

14.00

23.30

0.00

20.90

08

42

33.30

4.80

16.70

0.00

16.70

09

37

48.60

13.50

37.80

0.00

24.30

10

25

32.00

8.00

36.00

0.00

20.00

11

35

54.30

2.90

25.70

0.00

22.90

12

38

76.30

5.30

7.90

0.00

7.90

 

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

To improve the academic performance of students identified by the early warning system, the Whispering Pines School staff will use intervention strategies that address behavioral, emotional, and therapeutic concerns. Attendance is also a concern at Whispering Pines and attendance will be closely monitored. Students with lower attendance will meet with therapeutic staff and incentive programming will be incorporated as a means to increase student attendance and decrease the negative impact on academic performance. Teachers, therapists and support staff will participate in year-long Professional Learning Community (PLC) groups. PLC groups will work to develop and implement improved instructional strategies and positive approaches to encourage on-task behaviors within the classroom that will also lead to improved academic performance. Staff will also utilize computer based programming and continuous assessments (i.e. i-Ready, Canvas, BASIS). PLC groups will also focus on specific reading intervention programs (i.e. Wilson, Fundations) to address the needs of students who need assistance in reading. New teachers will be assigned a mentor to support their learning throughout the year and all new teachers will meet monthly as a group to increase collaboration and advanced learning. The behavioral and therapeutic team will also provide research-based approaches to improve students' social functioning within the educational setting.

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Tuesday

2nd

9/25/2018 - 5/28/2019

9:00 AM - 1:00 PM

 

School Counseling Plan File

File Name Upload Date

School-Counseling-Plan-2018.pdf

10/1/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

SEL-2018.docx

9/26/2018

 


 

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-meeting-May-2019.pdf

May

Monitored

5/21/2019

By-Laws-Revisited-May-2019.pdf

May

SAC ByLaws

5/21/2019

SAC-Meeting-March.pdf

April

Monitored

4/25/2019

SAF-Meeting-March.pdf

April

Monitored

4/25/2019

SAC-Meeting--FEB-2019.pdf

March

Monitored

3/1/2019

SAF-Meeting-Jan.pdf

February

SAF ByLaws

2/22/2019

SAC-Meeting-Notes-JAN.pdf

February

Monitored

2/22/2019

MID-YEAR-REFLECTION-2018--2019.pdf

January

Monitored

1/22/2019

SAF-DEC-2018.pdf

December

A+ Funds

12/13/2018

SAF-OCT-2018.pdf

October

A+ Funds

12/13/2018

SAC-OCT-2018.pdf

October

Monitored

12/13/2018

SAC-DEC-2018.pdf

December

Monitored

12/13/2018

SAF-Bylaw-2018.pdf

December

SAF ByLaws

12/13/2018

Committee-Membership-2018.pdf

November

Monitored

11/8/2018

SAC-Meetings-2018.pdf

October

Developed

10/19/2018

ByLaws-Oct-2018.pdf

October

SAC ByLaws

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?

Careful analysis of Reading results (from various sources to include K-12 student populations) shows that the majority of students remain deficient in reading skills. This will continue to be the focus as the staff of WPS remains dedicated to providing therapeutic, behavioral and academic supports to improve upon key indicators (attendance, access to remediation, therapeutic support for emotional stability, etc.) for increased success. Our school-wide goal is for the percentage of students scoring proficient or higher in reading to increase from 5% to 8% by the end of May 2019 as measured by i-Ready Diagnostic data.
 

 

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?

We will continue to scale up BEST Practices by focusing on an authentic, dynamic and evolving PLC. The purpose of this is for teachers to work alongside one another and share information from current trainings as well as strategies that work for individual students.
Best Practice #1: Professional Learning Community (PLC)
Best Practice #2: Response to Intervention (RTI)

 

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

In order to "scale up" this best practice, teachers have access to trainings on new technologies and resources available.

  • We will implement school-wide events focusing on social/emotional learning.
  • The school psychiatrist will present monthly to instructional staff regarding mental health diagnosis and effective strategies to deal with the symptoms of mental illness in a classroom setting.
  • Flowcabulary will be utilized to increase vocabulary skills K-12.NewsELA will be utilized in content areas to provide access to lexile leveled informational texts in grades 2-12.
  • The Literacy Continuum (by Fountas and Pinnell) will be consulted for targeted reading instructional goals in the guided reading and phonics, spelling, and word study sections. 
  • iReady will be used to increase literacy skills in grades K-8.
  • Teachers will be provided professional development targeting strategies to improve literacy skills (i.e. Wilson, Fundations). 
  • Flowcabulary and/or Vocabulary.com and NewsELA will be utilized to increase vocabulary skills and informational text comprehension. NewsELA  may also be utilized in content areas to provide access to lexile leveled informational texts in grades 2-12.
  • Literacy Coach and support team  will devise and implement a reading and writing plan with three components including, instruction, assessment, and motivation, when needed.
  • Literacy Coach and support team will review data and meet with teachers, when needed,  to develop remediation plans and review differentiation strategies.
 
 
 

 

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

Students are assessed using a wide variety of tools.  This includes diagnostics such as iReady, BAS, FAIR, DAR and curriculum aligned assessments.  The data is collected consistently throughout the school year with some tools used on a weekly basis and others assessed quarterly.  

 

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

Individualized interventions are put in place to help students achieve both Individualized Education Plan goals and grade level standards.  Fidelity is monitored by recording the student response to various interventions, classroom quizzes, and participation in academics.  

 

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)?

A focused and authentic PLC, will serve as a way to review student data and assist in making informed academic decisions. Data will be disaggregated and presented to the leadership and the literacy team as a means for targeting specific patterns and trends within our population.  In addition to presenting discussion and data, stakeholders will need to present remediation and enrichment plans for students, including what supplemental materials and resources are needed to determine student readiness and improve achievement. Over the years it has been a recommendation that teachers attend professional developments and teacher trainings to improve teacher practice.  This year, teacher participation in outside professional development will be vigorously encouraged and rewarded.  Teachers will be asked to share their learning experiences with their colleagues and disseminate the information to all stakeholders. Our Response to Intervention has also been scaled up from previous years.  Our RTI team consists of leaders in their respective areas and all members are well-skilled in using and interpreting BASIS. In addition to the initial referral, the process of progress monitoring has been refined as has the communication between the RTI team and instructional staff.  

 

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

The curriculum is aligned with state standards.  Students are assessed using formative diagnostics related to specific standards.  Instructional coaches closely monitor pacing guides.  Administration team members conduct frequent classroom observations.  Schoolwide disciplines work together to monitor vertical alignment.  Teachers from various departments work together to develop project based learning opportunities that align with standards.  

 

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?

Students of all grade levels are encouraged to use the Broward Single Sign-On (SSO) portal to locate and gain access to a plethora of resources. A few of these resources include online textbooks, Destiny Library, Khan Academy, Math Nation, Pearson Student Bridge and Naviance. Students also have access to Canvas where they are able to log-in to online courses and locate coursework, assignments and resources. At the beginning of the year, each student is made aware of their usernames and passwords for each portal.  Teachers also include the use of these resources in their daily instruction.  Students are also familiar with the logging-in process and can access these resources at any time.  Students may utilize these resources for practice, enrichment or remediation.

 

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

Social and Emotional Learning (SEL) is embedded in the structure of Whispering Pines School (WPS).  Each student is assigned a family counselor as a mental health therapist.  Students receive SEL in small groups, on an individual basis and using a classroom push in model.  For middle and high school students, we have developed a calendar for lessons based on the BCPS SEL standards to be used during the personalization or social personal class.  Each strand/goal becomes a monthly focus.  

 

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

During weekly child study meetings on each grade level, the team discusses trends in behavior and therapeutic needs.  Each of the goals is then targeted by developing small groups of students identified with similar needs that are aligned with the core competencies.  In addition, goals are addressed consistently throughout the personalization and social personal class.  Competencies are explicitly taught by members of the behavior team and paraprofessionals as part of monitoring on individualized behavioral tracking sheets.  For example, students have individualized goals related to specific competencies (relationships with peers and adults, self management skills, communication, social skills, etc.).  If a student shows a trend in one of the core competencies, it is explicitly addressed by  the therapist or teacher to increase skills in the area.  

 

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

Our school is currently using a variety of SEL programs to address learning in this domain.  They are: Start with Hello, Choose Peace Not Violence, Schoolwide Mentoring, Kid of Character, Zones of Regulation, Social Thinking (expected v. unexpected behaviors), and Incredible Five Point Scale.  

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
PLC groups to address instructional and behavioral strategies to support learning. Michael Gleason- Principal, Andrea Swift- Assistant Principal, Liza Martiniello- SIP Chair, Vita Baiamonte - ESE Specialist, Valorie Hogan - ESE Specialist, Toni Kruse - Behavior Specialist, Kevin Campbell - Curriculum Specialist, Melissa Bennett - Literacy Specialist 5/15/2018 $1,500.00

BPIE Files

File Name Uploaded Date
BPIE-2018.pdf 9/28/2018