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

Hollywood Park ES (1761)

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

2nd/5th

Thursday

2nd, 4th

8/30/2018 - 5/23/2019

2:10 PM - 3:10 PM

2, 5

1st/4th

Wednesday

2nd, 4th

8/29/2018 - 5/22/2019

2:10 PM - 3:10 PM

1, 4

Kindergarten/3rd

Tuesday

2nd, 4th

8/28/2018 - 5/21/2019

2:10 PM - 3:10 PM

K, 3

 


 

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

65

24.60

0.00

0.00

29.20

12.30

01

91

20.90

1.10

0.00

29.70

8.80

02

84

28.60

0.00

0.00

21.40

6.00

03

98

10.20

1.00

0.00

21.40

2.00

04

90

16.70

5.60

0.00

30.00

6.70

05

87

17.20

1.10

0.00

26.40

4.60

 

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

All students in grades 3-5 who scored in the lowest quartile on the 2017-2018 FSA receive an intervention or additional support in math and/or reading. Students who scored in the lowest quartile in reading receive LLI instruction daily. Students who scored in the lowest quartile in math receive additional support in a small-group setting using the Support Coach curriculum.

All students in grades 1-2 who are considered off-track in BAS receive Fundations daily and leveled small-group instruction. Kindergarteners receive additional support with letter tracing.

Students who are identified as exhibiting chronic absenteeism are identified by teachers, and the teachers montior the attendance of these students. When students are absent 2-3 times within a quarter, the teacher reaches out to the family. Whena student reaches 5 absences in a quarter, the teacher completes an attendance concern form and gives it to the guidance counselor and/or contacts the school social worker. If a students reaches 5+ absences, the teacher and/or guidance counselor refers the student to the social worker.

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Tuesday
Thursday

2nd, 4th

8/28/2018 - 5/21/2019

8:00 AM - 2:30 PM

 

School Counseling Plan File

File Name Upload Date

AGP-1.pdf

10/16/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

SEL-Action-Plan-2018.pdf

11/30/2018

 


 

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

Committee-Membership-2018-2019-HPE.pdf

November

None

11/8/2018

1761_Agenda-SignIn-Minutes_10032018-merged.pdf

October

SAC ByLaws

11/1/2018

1761_Agenda-SignIn-Minutes_09052018-merged.pdf

September

Monitored

10/26/2018

1761_SAF-Bylaws_2018-19.pdf

October

SAF ByLaws

10/26/2018

1761---Student-Survey-.pdf

October

None

10/26/2018

1761---Staff-Survey.pdf

October

None

10/26/2018

1761---Parent-Survey-2018-.pdf

October

None

10/26/2018

1761_SACSAF-Meeting-Dates-2018-19.pdf

October

Monitored

10/16/2018

1761-SAC-Bylaws-2018-2019.pdf

October

SAC ByLaws

10/4/2018

 


 

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?

2018 FSA Data demonstrates that only 47% percent of students in Grades 3-5 are proficient in English Language Arts. Based on this data, we have focused on ELA as our target for improving student achievement. This year, we will scale up Tier 1 isntruction by implementing leveled text and guided reading during the literacy block. We will also implement targeted interventions for students who are below grade level.

 

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 Practice #1: PLC's (Professional Learning Communities) and BEST Practice #2: Response to Intervention will be scaled up to improve teaching and learning in order to increase performance within the SES Band. 

 

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

BEST Practice #2, Response to Intervention, will be scaled-up through the close analysis of data to determine student strengths and weaknesses. It will also be scaled-up through the identification and delivery of targeted interventions to meet student needs. Data will be collected and analyzed regularly to monitor student progress. 

Best Practice #1 Professional Learning Communities will be scaled up through weekly meetings focusing on planning Tier 1 Instruction. ELA teams will meet with the Literacy Coach and school Principal to provide them needed support as they plan standards based mini lessons as well as guided reading lessons focusing on individual teaching targets and student levels.

 

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

School-level progress monitoring is collected after each ELA standard has been taught. (Every 1-2 weeks)

 

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

Fidelity of students not progressing towards school and district goals is ensured through the monitoring of TIER 2 and TIER 3 interventions during the collaborative problem solving team/RTI process.

 

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)?

  • Supplement instructional strategies with visual aids posted in the classroom
  • Choices of text within independent and instruxtional level
  • Implement CHAMPS to minimize distractions
  • Positive feedback to foster community and collaboration
  • Teachers activities background knowledge through technology and multimedia
  • One on one conferencing with students to reflect on progress and set goals

 

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

Tier 1 standards based instruction is planned and monitored through Professional Learning Communities where teams meet with the literacy coach to anazlyze student work to make sure students are progressing towards meeting their grade level standards. Teacher are attending professional development specific to the implementation of balanced literacy in their grade level classrooms. Administration is monitoring the implementation of new learning through classroom observations and teacher conferences/feedback. Data is being monitored to make sure that teachers are reaching all students through scaffolding instruction and chunking information into digestable bites. 

 

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?

  • Scholastic Leveled Readers (50% Fiction; 50% Non-Fiction)
  • Classroom Leveled Libraries
  • Independent Reading Library
  • Social Studies Leveled Readers
  • Science Leveled Readers

 

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

  • Panther Pals- General education students are paired with special education students to maintain positive relationships. 
  • Inclusive Clubs
  • Social Groups led by guidance counselor focusing on student emotional needs
  • Student recognition events
  • Kid of Character

 

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

The 5 competencies of Social Emotional Learning are explicitely taught by the school counselor as she visits classrooms for guidance lessons, including: Start with Hello Week; Peace Week; and Red Ribbon Week, to name a few.
 

 

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

Our school implements individual goal setting for each student through teacher students conferencing to discuss how students are progressing towards reaching grade level standards as well as behavior expectations. Positive Behavior strategies are implemented through the use of CHAMPS to promote positive relationships in the classroom. 

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Professional Development on the use of student data to plan targeted standards based small group instruction Mari Menendez, Natasha Vernaza 11/30/2018 Small Group PD $2,000.00

BPIE Files

File Name Uploaded Date
1761_10202017_1761_10282016_BPIE_2015_HPE_1761.pdf 10/25/2018