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

Cooper-City-High_MID-YEAR-REFLECTION-2018-2019.pdf

February

Monitored

2/6/2019

January-Agenda.pdf

February

Monitored

2/1/2019

November-Minutes.pdf

November

Monitored

2/1/2019

A+-Funds-Documentation.pdf

October

A+ Funds

12/21/2018

October-Minutes.pdf

October

Monitored

12/21/2018

August-Minutes.pdf

December

Developed

12/6/2018

August-Agenda.pdf

December

Developed

12/6/2018

October-Agenda.pdf

October

Monitored

12/6/2018

September-Minutes.pdf

December

Monitored

12/6/2018

September-Agenda.pdf

December

Monitored

12/6/2018

November-Agenda.pdf

November

Monitored

12/4/2018

SAC-Meeting-Dates-2018_19-.pdf

November

None

11/8/2018

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?

Based on our SES 8 Band data, the content areas focus on improving student achievement are as follows:  Language Arts, Math, Science, and Social Studies. The FSA 10, Algebra EOC, Biology and the U.S. History EOC data are requirements for high school graduation which are integral to the success of all students graduation goals. The data analysis compared within our band indicates that our students are underperforming in these subject areas.  We will collaborate with our SES band to scale up best practices for improvement.       

 

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:

In an effort to achieve our stated goals, students will be engaged in the following activities (FL.DOE). 

  • Reading assignments from longer text passages as well as shorter ones when text is extremely complex. 
  • Making close reading and rereading of texts central to lessons. 
  • Asking high-level, text-specific questions and requiring high-level, complex tasks and assignments. 
  • Requiring students to support answers with evidence from the text. 
  • Providing extensive text-based research and writing opportunities (claims and evidence).
  • 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 , 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 addition, 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.   

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Collaborating with fellow schools, enrichment camps, & Professional Learning Communities Department Chairs from the Math, Literacy, Science, and Social Studies Department. 6/7/2019 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