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

Hunt, James ES (1971)

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

Intermediate

Monday

2nd, 4th

9/24/2018 - 5/6/2019

2:15 PM - 3:00 PM

3, 4, 5

Primary

Monday

1st, 3rd

9/17/2018 - 5/13/2019

2:15 PM - 3:00 PM

K, 1, 2

 


 

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: 8/7/2019)

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

98

26.50

2.00

0.00

N/A

1.00

01

90

23.30

2.20

0.00

N/A

2.20

02

110

16.40

0.90

0.00

N/A

0.00

03

119

16.80

2.50

0.00

38.90

26.90

04

111

8.10

1.80

0.00

33.90

11.70

05

125

12.00

1.60

0.00

35.00

8.00

 

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

INTERVENTION STRATEGIES EMPLOYED BY THE SCHOOL TO IMPROVE ACADEMIC PERFORMANCE  Our process begins with the teacher entering into BASIS the Tier 1 strategies being used.  This is followed up with a discussion in our RTI meeting, where we also confirm that the data used to identify the needed intervention is adequate.  We find that two or more data indicators help us decide on the path of intervention to follow.  Baseline data we discuss for Kindergarten thru 5th grade include: FSA Assessment (achievement level and scale score), BSA Assessment, BAS Assessment, i-Ready diagnostic results, Primary end of year scores, Kindergarten L/N/S and Concepts, and more. Progress Monitoring data is collected weeky for four to five weeks for students on an RTI Plan.  Teachers provide intervention using materials that include Journeys, Fundations, Phonics for Reading, Road to the Code, Triumphs, Words Their Way, Write-in-Reader, Rehearsing the Standards, Saxon Phonics, and Ladders to Success.  The school ensures the fidelity of students receiving appropriate intervention by including the entire RTI Team in the decision-making process, and by conducting a thorough review of performance, attendance, and other indicators.  Hunt ensures that all classroom instruction is accessible to the full range of learners by establishing this schoolwide expectation and monitoring the following: instruction with daily classroom walkthroughs, weekly PLCs and grade level planning meetings, bi-weekly Primary and Intermediate Focus Meetings, quarterly data chats with teachers, and individual teacher supports set up as needed.

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Wednesday

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

9/5/2018 - 5/29/2019

8:30 AM - 2:00 PM

Wednesday

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

9/5/2018 - 5/29/2019

8:30 AM - 2:00 PM

 

School Counseling Plan File

File Name Upload Date

1971School-Counselin-gPlan.pdf

10/18/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

1971-BCPS-SEL-Action-Plan-2018.pdf

11/26/2018

 


 

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-May.pdf

June

Monitored

6/3/2019

SAC-Meeting-Minutes-May-30-2019.pdf

May

Monitored

5/31/2019

SAC-April.pdf

May

Developed

5/30/2019

SAC-Meeting-Minutes-April-24-2019-(1).pdf

May

Developed

5/30/2019

SAC-March-2019-(2).pdf

May

A+ Funds

5/30/2019

SAC-Feb-2019-(2).pdf

May

Developed

5/30/2019

SAC-Mar-Mtg.pdf

April

Developed

4/22/2019

SAC-Feb-Mtg.pdf

April

Developed

4/22/2019

SAC-Feb-Mtg.pdf

April

Developed

4/22/2019

SACJan232019.pdf

January

Monitored

2/1/2019

MID-YEAR-REFLECTION-Hunt.pdf

February

None

2/1/2019

SACDec192018.pdf

December

Monitored

2/1/2019

SACNov282018.pdf

November

Developed

2/1/2019

SACNov072018.pdf

November

Developed

2/1/2019

Committee-Membership-1971.pdf

October

Developed

11/2/2018

SAF-Meeting-10_2018.pdf

October

None

11/1/2018

Oct-Meeting-1971.pdf

October

Developed

10/30/2018

Student-Survey.pdf

October

None

10/30/2018

Staff-Survey.pdf

October

None

10/30/2018

Parent-Survey.pdf

October

None

10/30/2018

SAF-Meetings-Dates.pdf

October

Developed

10/26/2018

SAC-Meetings-Dates.pdf

October

Developed

10/26/2018

SAF-Bylaws-2018.pdf

October

SAF ByLaws

10/26/2018

SAC-ByLaws-2018.pdf

October

SAC ByLaws

10/26/2018

 


 

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 focus for this year is growth in English Language Arts using data from I-Ready and Informal Assesments to monitor student growth.

 

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?

Scaling up high quality instruction through deliberate PLC conversations and standards-based instruction training.

 

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

Specialized training for grades K-2 in balanced literacy
Standards-based training for grades 3-5 in deconstruction of standards to meet individual needs of students

 

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

Our school is using I-Ready as a progress monitioring tool, and collecting data once a week to monitor usage and completion/passing rate of lessons. 

 

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

Those identifed students are placed on MTSS intervention and progress monitored through either small group instruction and/or alternative programming (Fundations and Wilson)

 

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 school is able to accommodate individual learning differences by making classroom instruction accessable to the full range of learners.  In addition to classroom teachers implementing support strategies in the classroom, we have staff dedicated to providing direct and support services for our English Language Learners as well as our Exceptional Students, whether they have special needs due to a disability or they are gifted.  The services and supports include the following:  remediation of skills, enrichment activities, differentiated instruction, multi-sensory approaches, and multi-cultural informational sessions and events.  In addition, students with learning differences are monitored closely through the Response to Intervention process to ensure the students are achieving to their potential.

 

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

The school ensures the fidelity of students receiving appropriate intervention by including the entire RTI Team in the decision-making process, and by conducting a thorough review of performance, attendance, and other indicators.  Hunt ensures that all classroom instruction is accessible to the full range of learners by establishing this schoolwide expectation and monitoring the following: instruction with daily classroom walkthroughs, weekly PLCs and grade level planning meetings, bi-weekly Primary and Intermediate Focus Meetings, quarterly data chats with teachers, and individual teacher supports set up as needed.

 

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?

Our school uses Journeys as our core grade level program. We have a full A-Z Leveled Books room and leveled nonfiction texts as part of our Social Studies adoption.  All classrooms also receive weekly news articles from Scholastic News or Time For Kids. 

 

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

Our school uses morning welcome time and parts of Harmony Kit.

 

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

During scheduled meet-up times, special times whens students share and collaborate within the larger group context.  Meet up goals:
1. Foster a classroom enviroment where all students feel connected, comfortable, and part of an inclusive.
2. Effectively communicate ideas, have discussions, and make decisions as a class.
3. Provide opportunities for students to share information with each other and get to know each other better.
4. Establish a student centered forum where they develop expectations for how to interact with and treatment.
5. Guide student in resolving problems and continually revisist expectations for how to treat other.
 

 

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

Student are incentived to reinforce positive behaviors.  Students recieved awards such as Prasin Raisins, Golden Spoon for behavior during lunch time, lunch bunch with staff.  Mentoring programs such LIA(Latino's in Action) and MTL(Mentoring Tomorrow's Leaders) support student mentors in building relationships and supporting peers and younger students socially and academically.

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Standards-based training for grades 3-5 in deconstruction of standards to meet individual needs of students Kimberly Chamberlin 3/21/2019 $4,582.94
Professional Learning Communities, Teacher/Student Data Chats, Monthly Monitoring of Student Performance data Administration, Support Staff and Teachers 6/28/2019
Professional Learning Communities, Teacher/Student Data Chats, Monthly Monitoring of Student Performance data Administration, Support Staff and Teachers 6/28/2019
Professional Learning Communities, Teacher/Student Data Chats, Monthly Monitoring of Student Performance data Administration, Support Staff and Teachers 6/28/2019 DBQ and Standards Based Instruction

BPIE Files

File Name Uploaded Date
1971_BPIE-.pdf 10/26/2018