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

2016 - 2017

School Grade
(2015 - 2016)

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

APSS 9-12

Thursday

1st

9/1/2016 - 4/6/2017

12:30 PM - 2:30 PM

9, 10, 11, 12

Math PLC Algebra II Upper level 11-12

Thursday

1st

9/1/2016 - 4/6/2017

12:30 PM - 2:30 PM

11, 12

World Language 9-12

Thursday

1st

9/1/2016 - 4/6/2017

12:30 PM - 2:30 PM

9, 10, 11, 12

World History 9-12

Thursday

1st

9/1/2016 - 4/6/2017

12:30 PM - 2:30 PM

9, 10, 11, 12

SS 11

Thursday

1st

9/1/2016 - 4/6/2017

12:30 PM - 2:30 PM

11

Science 9-12

Thursday

1st

9/1/2016 - 4/6/2017

12:30 PM - 2:30 PM

9, 10, 11, 12

PE/JRTOC 9-12

Thursday

1st

9/1/2016 - 4/6/2017

12:30 PM - 2:30 PM

9, 10, 11, 12

Math - Geometry & Algebra

Thursday

1st

9/1/2016 - 4/6/2017

12:30 PM - 2:30 PM

9, 10

Guidance 9-12

Thursday

1st

9/1/2016 - 5/15/2017

12:30 PM - 2:30 PM

9, 10, 11, 12

Fine Arts 9-12

Thursday

1st

9/1/2016 - 4/6/2017

12:30 PM - 2:30 PM

9, 10, 11, 12

ESE 9-12

Thursday

1st

9/1/2016 - 4/6/2017

12:30 PM - 2:30 PM

9, 10, 11, 12

ELA 12

Thursday

1st

9/1/2016 - 4/6/2017

12:30 PM - 2:30 PM

12

ELA 11

Thursday

1st

9/1/2016 - 4/6/2017

12:30 PM - 2:30 PM

11

ELA 10

Thursday

1st

9/1/2016 - 4/6/2017

12:30 PM - 2:30 PM

10

CTE 9-12

Thursday

1st

9/1/2016 - 4/6/2017

12:30 PM - 2:30 PM

9, 10, 11, 12

Biology

Thursday

1st

9/1/2016 - 4/6/2017

12:30 PM - 2:30 PM

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: 2015-2016 (Last updated: 8/29/2017)

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

9

628

7.30

8.80

7.80

14.10

7.60

10

632

8.40

7.30

8.10

19.90

9.00

11

520

13.10

5.40

13.80

1.60

6.00

12

539

18.70

3.00

4.30

0.60

2.60

 

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

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 Guidance 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- School-wide positive behavior plan. 
               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- Edge Classes
         Rewards (Edge A, 9th, Edge B, 10th)
         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 (Counselor or AP)
                   Functional Behavior Assessment (asneeded).
       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- Positive Behavior Intervention Plan 
    Daily check- in/out w/AP, SW, Counselor 

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Tuesday

2nd, 4th

8/23/2016 - 6/6/2016

9:00 AM - 10:00 AM

 


 

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

3.67

Governance and Leadership

3.83

Teaching and Assessing for Learning

3.58

Resources and Support Systems

3.43

Using Results for Continuous Improvement

3.4

 

Explain the activities in which your school will participate to increase your overall rating. Include specific details.

Through Curriculum Council and department PLC's, data will be disaggragated and analyzed for opportunities for improvement. Action plans will be developed based upon these outcomes and implemented in PLC's and the classroom with the assistance of Department Heads who participate in Curriculum Council. For example, survey data indicates a lag in the continous improvement survey results. This will be improved through an examination of our assessment data which indicated academic performance issues in Algebra I and Geometry. This data will be shared through Curriculum Council and PLC's where strategies will be developed and implemented in the classroom. 

 

Evidence/Artifacts

Standards and Indicators

File Name

Standards & Indicator

Upload Date

Self-Assessment-1617.pdf

10/13/2016

Document---Cooper-City-HS-PLC-Sign-in-Combined---Created.pdf

Standard 5: Using Results for Continuous
(5.3)


9/20/2016

Document---Cooper-City-HS-iObservation-X---Created.pdf

Standard 3: Teaching and Assessing for Learning
(3.4)


9/20/2016

School-Improvement-Plan-(SIP)_-Cooper-City-HS-(1931)-2015---2016.pdf

Standard 2: Governance and Leadership
(2.4)


9/20/2016

Lesson-Plan-Including-Diffentiated-Instruction_2015-16.pdf

Standard 3: Teaching and Assessing for Learning
(3.12)


9/20/2016

Cooper-City-High-School-Support-Services_2015-16.docx

Standard 4: Resources and Support Systems
(4.6)


9/20/2016

Cooper-City-HS-Teacher-Schedule-Common-Planning.pdf

Standard 4: Resources and Support Systems
(4.2)


9/20/2016

Cooper-City-HS-Highly-Qualified-Faculty-Members.xls

Standard 4: Resources and Support Systems
(4.1)


9/20/2016

Cooper-City-HS-IEP-Process.pdf

Standard 4: Resources and Support Systems
(4.7)


9/20/2016

Cooper-City-HS-Excutive-Summary.pdf

Standard 5: Using Results for Continuous
(5.5)


9/20/2016

Cooper-City-HS-PSD-Calendar.pdf

Standard 3: Teaching and Assessing for Learning
(3.5)


9/20/2016

Cooper-City-HS-New-Educators.pdf

Standard 3: Teaching and Assessing for Learning
(3.7)


9/20/2016

September-SAC-Minutes_2015.docx

Standard 2: Governance and Leadership
(2.3)


9/20/2016

Cooper-City-HS_ASSIST-Results_2015.pdf

Standard 1: Purpose and Direction
(1.3)


9/20/2016

Cooper-City-HS_Purpose-and-Direction_2015-26.docx

Standard 1: Purpose and Direction
(1.1)


9/20/2016

HS_Grading-Policy_2015-16.pdf

Standard 3: Teaching and Assessing for Learning
(3.10)


9/20/2016

Cooper-City-HS_TEACHER-WEB-PAGE_2015-16.docx

Standard 3: Teaching and Assessing for Learning
(3.3)


9/20/2016

Cooper-City-HS_Biology_Curriculum_Map_2015-16.docx

Standard 3: Teaching and Assessing for Learning
(3.2)


9/20/2016

BASA-Indicators_Short_2015.pdf

Standard 2: Governance and Leadership
(2.6)


9/20/2016

Teacher-Handbook_Code-of-Ethics_2015.pdf

Standard 2: Governance and Leadership
(2.2)


9/20/2016

Student-Code-of-Conduct-Contract_2015.pdf

Standard 2: Governance and Leadership
(2.1)


9/20/2016

Cooper-City-HS_School-Profile-2015.pdf

Standard 5: Using Results for Continuous
(5.4)


9/20/2016

Bio-EOC-Comparision-2015.xlsx

Standard 5: Using Results for Continuous
(5.2)


9/20/2016

Cooper-City-HS_Curriculum-Guide-16_17.pdf

Standard 5: Using Results for Continuous
(5.1)


9/20/2016

Cooper-City-High-School-Technology-Plan-2016.docx

Standard 4: Resources and Support Systems
(4.5)


9/20/2016

Cooper-City-HS_Technology.xls

Standard 4: Resources and Support Systems
(4.4)


9/20/2016

Cooper-City-HS_Safety-Presentation-2016.pdf

Standard 4: Resources and Support Systems
(4.3)


9/20/2016

Growth-Plan-Classroom-Teacher-Quick-Start-Guide-1415.pdf

Standard 3: Teaching and Assessing for Learning
(3.11)


9/20/2016

RODEO-OF-CLUBS.doc

Standard 3: Teaching and Assessing for Learning
(3.9)


9/20/2016

AP-Environmental-Science-Course-Syllabus_2015-16.pdf

Standard 3: Teaching and Assessing for Learning
(3.6)


9/20/2016

Cooper-City-HS_School-Calendar.pdf

Standard 3: Teaching and Assessing for Learning
(3.8)


9/20/2016

Cooper-City-HS_Course-Descriptions.pdf

Standard 3: Teaching and Assessing for Learning
(3.1)


9/20/2016

SAC_Agenda_Minutes_Attendance_08312015.pdf

Standard 2: Governance and Leadership
(2.5)


9/20/2016

Cooper-City-Mission-And-Belief-Statement.docx

Standard 1: Purpose and Direction
(1.2)


9/20/2016

Training Plan

Standards Training


9/20/2016

 

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-February.pdf

April

Monitored

4/27/2017

SAC-Meeting-January.pdf

April

A+ Funds

4/27/2017

March-SAC-Meeting-PSD-Waiver.pdf

April

Waiver Application

4/27/2017

Mid-Year-Reflection.docx

March

A+ Funds

3/3/2017

SAC-November-2016-Meeting.pdf

November

Monitored

1/31/2017

SAC-October-Meeting.pdf

October

A+ Funds

1/30/2017

September-Meeting-2016.pdf

September

Monitored

1/26/2017

August-Meeting-2016.pdf

August

Monitored

1/26/2017

Cooper-City-Self-Assessment-1617.pdf

November

None

11/30/2016

SAC-Composition-16-17.pdf

October

None

10/28/2016

SAC-Dates-SY-2016-2017.docx

October

None

10/13/2016

SAC-Composition-2017.pdf

October

None

10/13/2016

SAC-ByLaws.pdf

October

SAC ByLaws

10/13/2016

 


 

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 follows:: Language Arts, Math, Science, and Social Studies. 

 

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 scale up the following BEST practices: 

  • Marzano’s “Scales and Learning Goals”

 

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. 

 

 

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.