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

Cooper City HS (1931)

School Year

2018 - 2019

School Grade
(2017 - 2018)

A

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

Algebra 2/AP/Upper Level Math

Thursday

1st

9/6/2018 - 5/9/2019

12:30 PM - 2:45 PM

9, 10, 11, 12

Environmental Science

Thursday

1st

9/6/2018 - 5/9/2019

12:30 PM - 2:45 PM

9

Biology

Thursday

1st

9/6/2018 - 5/9/2019

12:30 PM - 2:45 PM

9, 10

CTE

Thursday

1st

9/6/2018 - 5/9/2019

12:30 PM - 2:45 PM

9, 10, 11, 12

ELA 12

Thursday

1st

9/6/2018 - 5/9/2019

12:30 PM - 2:45 PM

12

ELA 11

Thursday

1st

9/6/2018 - 5/9/2019

12:30 PM - 2:45 PM

11

ELA 10

Thursday

1st

9/6/2018 - 5/9/2019

12:30 PM - 2:45 PM

10

ELA 9

Thursday

1st

9/6/2018 - 5/9/2019

12:30 PM - 2:45 PM

9

ESE

Thursday

1st

9/6/2018 - 5/9/2019

12:30 PM - 2:45 PM

9, 10, 11, 12

Fine Arts

Thursday

1st

9/6/2018 - 5/9/2019

12:30 PM - 2:45 PM

9, 10, 11, 12

Geography

Thursday

1st

9/6/2018 - 5/9/2019

12:30 PM - 2:45 PM

9

Guidance

Thursday

1st

9/6/2018 - 5/9/2019

12:30 PM - 2:45 PM

9, 10, 11, 12

Algebra 1

Thursday

1st

9/6/2018 - 5/9/2019

12:30 PM - 2:45 PM

9, 10

JROTC

Thursday

1st

9/6/2018 - 5/9/2019

12:30 PM - 2:45 PM

9, 10, 11, 12

PE

Thursday

1st

9/6/2018 - 5/9/2019

12:30 PM - 2:45 PM

9, 10, 11, 12

World History

Thursday

1st

9/6/2018 - 5/9/2019

12:30 PM - 2:45 PM

10, 11, 12

World Language

Thursday

1st

9/6/2018 - 5/9/2019

12:30 PM - 2:45 PM

9, 10, 11, 12

US History

Thursday

1st

9/6/2018 - 5/9/2019

12:30 PM - 2:45 PM

11, 12

Chemistry

Thursday

1st

9/6/2018 - 5/9/2019

12:30 PM - 2:45 PM

10, 11

Marine Biology

Thursday

1st

9/6/2018 - 5/9/2019

12:30 PM - 2:45 PM

10, 11, 12

Geometry

Thursday

1st

9/6/2018 - 5/9/2019

12:30 PM - 2:45 PM

9, 10, 11

 


 

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

620

9.70

8.10

8.50

9.50

7.70

10

575

17.60

6.80

6.60

11.80

8.50

11

583

24.90

4.10

9.80

7.20

8.70

12

601

41.90

4.80

10.60

0.30

10.00

 

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

Multi-tiered system of support (Mtss)
Early Warning Indicators

  1. Teacher identifies and reports patterns of behavior, to the respective School Counselor, in the areas of:
    1. Social skills
    2. Productivity/Organization
    3.  Adjustment
    4. Attention
    5. Conduct
    6. Physical Health
  2. Rti Team reviews:
    1. Cumulative File:
      1. Identify whether problem is recurring or new.          
      2. Review conferences, interim reports from elementary and middle school.
      3. Review psychological or psychosocial reports when available.
      4. Guidance completes MTSS Worksheet identifying:
        1. Health Issues
        2. Schools Attended History
        3. Attendance
        4. Special Programs
        5. Discipline
        6. Interventions
  3. Intervention Options:  
    1. Tier 1 – Universal Level-class-wide strategies for all students.
a. Reading- Universal in all academic classes.
b. Math- Universal in all academic classes. 
c. Behavior- Strategies in general education classroom: positive reinforcement, contracting, etc.
               Phone call home.  
               Referral to Guidance/ Administration 
       2. Tier 2 - Small group or individualized strategies (for at-risk students)
a. Reading- NewsELA
         FAIR
         Improving Reading Classes
         English 4 for College Readiness
b. Math- Double Block Math Classes
         Math College-Ready
c. Behavior- Mentoring
                   Individual Contract 
                   Weekly Check in/out (designated suppot staff member)
                   Functional Behavior Assessment (as needed).
       3.  Tier 3 - Highly individualized strategies (may include special education)
a. Reading- Enrichment/Remediation Camps
              Pull-out
              Small Groups
              Push-in
b. Math-  Enrichment/Remediation Camps
    Small groups 
    Push-in
c. Behavior- Daily check- in/out w/AP, Social Workder, Counselor, and other suppot staff 

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Tuesday

1st, 2nd, 3rd, 4th, 5th

8/21/2018 - 5/28/2019

9:00 AM - 10:30 AM

 

School Counseling Plan File

File Name Upload Date

2018---2019-Annual-Guidance-Plan.pdf

11/13/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

SEL-Action-Plan-2018.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.

 

Evidence/Artifacts

Standards and Indicators

File Name

Standards & Indicator

Upload Date

1931CustomerService.pdf

10/18/2018

 

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-Meeting-Dates-2018_19-.pdf

November

None

11/8/2018

August-SAC-Meeting.pdf

August

Developed

10/25/2018

SAC-Composition-2018-2019.pdf

September

Monitored

10/25/2018

SAC-Bylaws-2018-2019.pdf

August

SAC ByLaws

10/25/2018

 


 

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?

The content areas focus for improving student achievement are as follow: Language Arts, Math, and Science. 

 

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 teaching and learning we will continue to scale up the following BEST practice:

  • Marzano’s “Scales and Learning Goals”

  • Gradual Release of Responsibility Model (GRRM)

  • Explicit Vocabulary Instruction (Word Recognition and study)

  • Explicit Reading Instruction through Close Reading Strategies

  • Progress Monitoring and Data Chats

  • Differentiated Instruction

 

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

In order to increase performance within the SES band, teachers have received professional development regarding the Marzano’s high yield learning strategy, Scales and Learning Goals. Teachers will deconstruct their course standards with the students.  Students and teachers will use performance scales to monitor a student’s understanding and mastery of the standard. Teacher’s will continue to use common assessments. In order to enrich students who are performing at or below level on their learning scale, teachers will provide activities that address real world applications (problems and solutions) of implementation of the particular standard that go beyond what was taught in the classroom.

 

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

Through the Curriculum, Assessment, Remediation, and Enrichment (CARE) cycle within each department are common assessments, performance learning scales, data chats and scaling up BEST practices which all impacts student achievement.  Each department is to analyze the results of their common assessment student performance results (PSAT, SAT, PERT, EOC and Strands) and align their next step based on the areas of weakness found. Depending on the assessment, data is collected from monthly to annually. 

 

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

Strategies are implemented with fidelity through bimonthly Curriculum Council meetings whereby the Curriculum, Assessments, Remediation, and Enrichment (CARE) process is discussed within each department and at each PLC meeting. Students that need additional support are identified by the Rti process and supports initiated. Classroom teachers have data chats with students in collaboration with the school counselors, administration and other support staff.

 

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 authentic Professional Learning Communities (PLC) collaborate to ensure that there is a cycle of curricular alignment to standards, purposeful lesson presentation, common assessments and progress monitoring followed by reflection practices. In addiotn, we scale up best practices by sharing proven educational practices with fellow teachers through cross curricular instruction. 

 

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

All students receive high quality, differentiated, culturally responsive core academic and behavioral instruction through the general education program. It is designed to meet the needs of and ensure positive outcomes for a minimum of 80% of all students. We hold bimonthly curriculum council meetings to monitor overall student progress, identifying students who need additional support through Rti and initiating those supports. In addition, teachers collaborate in authentic professional learning communities monitoring data and developing enrichment/remediation material for current state 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?

Online textbooks are availible for most subjects. Some additional resources that students have free access to are USA Test Prep for Science, NewsELA for Literacy, and Algebra Nation for Math. All teachers use Canvas as a online medium to their classroom. The online platform provides access to materials such as videos, power points, teacher notes, tutorials, syllabus, and other information.   

 

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

Cooper City High utilizes multiple initiatives in order to implement Social Emotional Learning skills including: HOPE Club – On a weekly basis, HOPE focuses on the emotional needs and challenges of all students within our school. This club provides support for students and provides young adults with strategies to identify the signs of those who may need help and who to contact in the event students recognize that their classmates may need assistance.    
Road to Success program – Road to success focusses on providing support to our African American students who struggle academically with a GPA below a 2.0, and providing those students with both adult and peer mentoring as well as academic tutoring.  This initiative assesses students to determine where they are, then provides the appropriate support ranging from academic support for GPA graduation requirements, meeting community service hours, providing tutoring for high stakes assessments, and teaching students about advocating for themselves.     
Reaching Success Together (RST) Club – RST is an extension of the road to access by providing peers to students who would benefit from role models as examples of appropriate academic and behavioral expectations.  RST students strategically peer with students based on their individual needs, then asked to check-in and make weekly contact with their mentees for mentorship and support.  

 

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

SEL in the classroom takes shape in a variety of ways. It is promoted through explicit instruction, often using an evidence-based program, and should also be integrated across classroom instruction and academic curriculum. SEL plays an important role in classroom climate—for example, how teachers build relationships with students, how students build relationships with each other, and how conflict and discipline are addressed.

Another critical element of classroom SEL is the interaction of teachers and students with parents and community members. This includes parent-teacher interactions, service-learning opportunities, and partnerships with community organizations. SEL, when it’s most effective, is part of daily classroom life where teachers use everyday instruction to foster positive working relationships, increase student engagement, and model constructive behaviors.
 

Start the day with a check-in.
Make it a goal to start each day with a personal connection. It doesn’t need to be a time-consuming or elaborate procedure. It could be as simple as giving a warm greeting to welcome each person as they arrive in the morning.

Work in partnerships.

Give kids lots of opportunities to work with partners. Working with a partner helps kids learn to cooperate and builds community in your classroom. Alternate between strategically assigning partnerships and allowing kids to make their own choices.

Teach them how to work in a group. 

Being able to work in a group setting is an important life skill. Students will learn how to negotiate with others, develop leadership skills and figure out their own strengths so they can best contribute to the group.

Create a special place in your classroom for kids to take a break when they are upset or angry or need to calm themselves. This space should have a peaceful atmosphere and might include comfy pillows to sit on, noise-canceling headphones, a fish tank, journaling materials, calming images and/or books about peace.

Practice lots of role-play.

Sometimes you have to put yourself in someone else’s shoes to truly understand a situation. Taking time to role-play tricky or troubling situations that show up in your classroom helps kids develop empathy and understand other people’s feelings. For example, it’s a great strategy to use when discussing bullying. Read

 

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

Our aim is to have all students at our school meet their academic and personal goals, while being able to use critical thinking skills and global thinking to guide their decision-making processes. We want our students to be equipped with skills that allow them to be socially aware and use positive relationship skills while being self-aware, exhibiting self-management and making responsible decisions. These goals will be supported by the training of staff and students in SEL competencies and the implementation of activities that support these and create an improved social and emotional culture in the school.

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Collaborating with fellow schools, enrichment camps, & Professional Learning Communities Department Chairs Collaborative work & summer staff development. We will spend $10,000.in accountability funds: a portion goes to teacher salary for enrichment camps, TDA for teacher training, & summer staff development.

BPIE Files

File Name Uploaded Date
BPIE_.pdf 10/18/2018