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

Piper HS (1901)

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

Biology PLC - Common Planning

Tuesday
Thursday

1st, 2nd, 3rd, 4th

9/13/2018 - 5/31/2019

11:00 AM - 12:30 PM

10

Science PLC

Tuesday

1st, 2nd, 3rd, 4th

9/13/2018 - 5/31/2019

7:15 AM - 7:35 AM

9, 10, 11, 12

Piper School-Wide PLC (PSD): ELA, Social Studies, Fine Arts, CTE, ESE, PE, World Languages, Counseling

Thursday

1st, 3rd

9/13/2018 - 5/31/2019

12:45 PM - 2:40 PM

9, 10, 11, 12

ELA

Tuesday
Wednesday
Thursday
Friday

1st, 2nd, 3rd, 4th

9/13/2018 - 5/31/2019

7:15 AM - 7:35 AM

9, 10, 11, 12

Reading grades 9-12

Thursday

1st, 3rd

9/13/2018 - 5/31/2019

7:15 AM - 7:35 AM

9, 10, 11, 12

 


 

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

604

25.50

13.20

30.10

38.40

30.80

10

699

29.20

17.30

27.80

37.30

31.50

11

596

28.40

12.10

27.20

24.50

26.80

12

630

33.00

10.50

15.60

1.30

14.80

 

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

* FSA Spring 2018 data was used to place students in Intensive Reading (IR) classes.

* Students were given FAIR-FS. If they earned <30% on WRT, teacher gave students ORF assessment.

* Intensive reading teachers use Fundamentals level, Edge Level B and C, the district-adopted curriculum.

* IR teacher in Bengal Academy of Excellence will use supplemental resources, Rewards, to address students’ decoding needs. Note: Professional development is needed

* Teachers use supplemental resource, NewsELA, to provide differentiation and opportunities for engage with rigorous, standards-based texts.

* Bengal Academy of Excellence- 9th Grade Lowest Quartile Team

* RtI Process

* Counseling Referrals/Services

* Family Counseling On-Campus Services

* Data Chats

* PASL - Personalization through Academic & Social Learning program.

* Personalization Periods

* Mentoring Programs (District & On-Campus)

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Wednesday

1st, 3rd, 5th

8/28/2018 - 6/10/2019

9:30 AM - 10:50 AM

Tuesday

1st, 3rd

8/9/2018 - 5/21/2018

9:30 AM - 10:50 AM

 

School Counseling Plan File

File Name Upload Date

19-ASCP.pdf

10/5/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

SEL-Action-Plan-2018.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

SAC-SAF-PTSA-2018-2019-(9.12).docx

October

A+ Funds

10/17/2018

 


 

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?

Literacy and Early Learning- Reading will be the focus for improving student achievement.  This area was chosen because FSA proficiency scores have fallen short of 50% for each of the last three years.  

 

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?

1. Road Maps
2. Professional Learning Communities
3. Common Formative and Summative Assessments
4. Course Progression Monitoring

 

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

  • Science, ELA, and History departments have created curriculum road maps with an emphasis on pacing guides and teaching of standards and summative assessments. 
  • Content literacy professional development will be improved across the key curricular areas. 
  • The literacy coach will facilitate content-based literacy professional development including text-based close reads for content areas including environmental science, marine science, and world history. 
  • Grade-level teams will meet to analyze data and use it to drive instruction and remediate skills.
  • Teachers will utillize text-dependent questions to assist students wilth mastery of standards.

 

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

  • Grade-level formative and summative assessments will be administered bi-quarterly.
  • FAIR will be administered three times by June 2019.
  • School-day PSAT and SAT administration in October 2018

 

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

  • The department chair will monitor lesson plans and track progress toward the goal. 
  • Ongoing analysis of formative assessment data will be used to determine reteaching and enrichment.
  • Teachers will track effectiveness of strategies in gradebook and/or excel spreadsheet. 
  • Guidance, department chairs, and administrators work closely with students and families to maximize student placement and course progression. 

 

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)?

  • Teachers build lessons around texts with various complexity levels.
  • Teachers will utilize text-dependent questions to assist students with mastery of standards. 
  • Teacher will preview guided questions and text-dependent questions at the end of each selection, and arrange them sequentially to scaffold learning, optimize rigor, and maximize the effectiveness of questioning. 

 

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

  • PLCs will develop road maps that emphasize research-based instructional strategies. 
  • Administrators oversight will assure road maps are followed with fidelity.
  • Team leaders will utilize Instructional Practice Guide as a tool for professional development.
  • Teachers will use a plethora of instructional strategies and formative assessments to engage 90% of students with the work of the lesson.  

 

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 build lessons around texts with various complexity levels.  Collections, NewsELA, Common Lit, Edge, and Rewards are some texts, supplemental, and intervention programs used across the literacy department.  Also, NewsELA and Common Lit are used in science and history classes and elective courses.  Students have access to NewsELA and Collections (texts and videos) via their SSO accounts. 

 

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

  • Trained staff and school leaders are available to students.  
  • Growth Mindset novel study through 9th grade ELA classes
  • Clubs and activities: YMCA: Teen Talk, G.S.A., Women of Tomorrow, M.O.V.E, and Best Buddies
  • Students are encourage to participate in two sports and two after-school activities each year. 

 

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

At Piper High School, the goal of our leadership is to create a culture that consist of Respect, Integrity, and Dignity. When Staff model positive behavior and set high expectations for students, they develop essential life skills and create an environment where students can feel safe. Our Staff cultivates a positive culture by building relationships and making connections – which are essential for developing trust with students and stakeholders.

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Teachers implement road maps with fidelity; reading coach models reading and writing strategies school-wide (i.e. Non-ELA classes) for teachers and students; and grade-level teams and dept. analyze data and artifacts in bi-weekly PLC meetings. Instructors, department chairs, reading coach, and administrative team 6/30/2019 Professional development in literacy will be schoolwide during professional study days.

BPIE Files

File Name Uploaded Date
1901_11032017_Piper-Bpie.pdf 11/2/2018