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

Forest Hills ES (2631)

School Year

2018 - 2019

School Grade
(2017 - 2018)

B

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

Think Tanks

Monday
Tuesday
Wednesday
Thursday
Friday

2nd, 4th

8/15/2018 - 5/31/2019

2:15 PM - 3:00 PM

Pre K, K, 1, 2, 3, 4, 5

 


 

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

KG

107

10.30

6.50

0.00

25.20

8.40

01

129

14.70

3.90

0.00

41.10

10.10

02

119

20.20

0.80

0.00

31.90

5.90

03

95

11.60

0.00

0.00

22.10

4.20

04

116

12.90

1.70

0.00

25.00

6.00

05

118

16.90

0.80

0.00

22.00

3.40

 

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

Classroom Walkthroughs - Administration, Instructional Coach and Pull-Out Teachers, and peer-to-peer observations
RtI Team- (Tuesdays)- Meets to discuss Tier 2 and Tier 3 students along with any other classroom hurdles that need to be addressed.
Think Tank (PLC)- (by grade levels)- meet weekly with Instructional coach and administration to target specified areas of the curriculum.
Teachers work with the Guidance Counselor to collect individual student data. This will identify if the student is progressing or not.
CLI (Children's Literacy Initiative) Coaches- monitor classroom teaching and learning practices, as well as provide inservice related to literacy.

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Tuesday

1st, 2nd, 3rd, 4th

8/15/2018 - 5/31/2019

8:30 AM - 1:45 PM

Tuesday

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

8/15/2018 - 5/31/2019

8:30 AM - 1:30 PM

 

School Counseling Plan File

File Name Upload Date

FHE-Guidance-plan.pdf

10/15/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

SEL-Action-Plan-2018.pdf

11/27/2018

 


 

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

Committee-Membership-2018-2019.pdf

November

None

11/8/2018

SAF-Nov-Meeting-11052018.pdf

November

SAF ByLaws

11/6/2018

SAF-09042018.pdf

October

SAF ByLaws

10/16/2018

SAF-08292018.pdf

October

SAF ByLaws

10/16/2018

Surveys_Report_Parent-FHE[1].pdf

October

None

10/16/2018

Surveys_Report_Staff-FHE[1].pdf

October

None

10/16/2018

Surveys_Report_Student-FHE[1].pdf

October

None

10/16/2018

August-SAC-Mtg-08282018.pdf

October

SAC ByLaws

10/15/2018

SAF-Mtg-10012018.pdf

October

SAF ByLaws

10/15/2018

2631_SAC-Bylaws18-19.pdf

October

SAC ByLaws

10/15/2018

SAF-Meeting-Dates-and-Times.pdf

October

SAF ByLaws

10/15/2018

SAC-Meeting-Dates-and-Times.pdf

October

SAC ByLaws

10/15/2018

FHE-SAF-Bylaws.pdf

October

SAF ByLaws

10/15/2018

Oct-Sac-2018.pdf

October

Monitored

10/11/2018

September-SAC-2018.pdf

October

ByLaws

10/11/2018

 


 

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 area that we will focus on at Forest Hills Elementary is Literacy and Early Learning. The reason Forest Hills chose this area is because only 59% of the students were proficient on the ELA portion of the 2017-2018 Florida Standards Assessment (FSA), and only 50% of our lowest 25% posted learning gains.
 

 

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?

The school will scale up guided reading practices. Since last year, we have focused on small group, guided reading that tailors to the specific needs of students. We will continue to use guided reading and scale up our practices. iReady will also be used this school. year.

 

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

Guided reading will continue to be a focus during our bi-weekly PLCs in order to support and scale up this practice. Student data including BAS diagnostics will be used during our PLCs for learning experiences. Teachers will brainstorm next steps from BAS as well as other diagnostics. These next steps will be implemented during the guided reading times. Guided reading provides students with the teacher scaffolding needed to stretch the student to the next goal. In addition, iReady will continue to be used in a more in depth fashion. The diagnostic portion (i.e. checkpoints) will be used as part of our progress monitoring and bi-weekly PLCs. Teachers will review the materials provided on iReady and discuss extra lessons, interventions, and continued progress monitoring using iReady.

 

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

The school began the school year with beginning of year data collection from iReady Checkpoint #1. This checkpoint provided areas of strength as well as weaknesses for each student. In addition, it also provided the school to view weakness for each class, grade level, and school. The school has a 3 week assessment cycle. After set standards (according to reading, writing, math, and science instructional focus calendars) are taught, the standards are assessed using School City. School City provides instant results by class, grade level, and subgroups. This allows the school to then have pertinent data chats with individual teachers and have valuable "next step" re-teaching strategies tailored to meet the needs of each student. The school will also have a mid point as well as end of year assessment to measure growth in a more holistic fashion.

 

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

During our progress monitoring, students who are not meeting the current benchmark are referred to the school's response to intervention team. Specific diagnostics are administered in order to analyze specific areas of need as well as strengths. These diagnostics are reviewed during the response to intervention team meeting in which the parents are also invited. At that time, rigorous interventions are prescribed to the individual student. The intervention is then provided on a regular basis by a specific individual with fidelity. Usually, weekly progress monitoring data is collected so that when the response to intervention team meets, the team can determine whether the intervention is being successful. In addition, the instructors as well as the response to intervention team can determine if the student's goal is being met.

 

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)?

All instruction begins with the Florida Standards. The individual grade levels have carefully used the Florida Standards to create instructional focus calendars that pace out the year's instruction. The standards are deconstructed by the teams on a regular basis during team meetings as well as PLCs to further deepen the teacher's individual knowledge of each standard. Through PLCs, professional development, and grade level planning, teachers work together to differentiate classroom instruction so that all students including lowest quartile, ELL, and ESE students can access the curriculum

 

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

The school ensures that tier 1 standards-based classroom instruction is being implemented properly and effectively by having an instructional focus calendar that paces out the standards in a logical progression.

 

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?

The school uses a variety of resources that align with the standards. Supplemental resources offer the needed text complexity and help teach the standards. In addition, interventions are research based and allow for needed progress monitoring.

 

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

Students with IEPs that have specific objectives and goals in these specific domains are instructed by a certified teacher as per the specific child's IEP. In addition, all students have a tier 1 social and emotional learning instructional program. Our school's guidance counselor provides lessons to each classroom. Part of these lessons include the SandyHook Promise Program that is recognized by the District, Anti-bullying, Kids of Character, and specific conflict mediation to name a few.

 

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

Self Awareness & Self Management:
Strategies: Breathing and de-escalation techniques with our school Guidance Counselor.
Strategies: School Guidance Counselor and Psychologist will serve as valuable resources.
Strategies: data-driven decision making and reflective practices of both students and teachers.

Social Awareness & Interpersonal Skills:
Strategies: peer mediation
Strategies: diversity awareness
Strategies: Parent Nights and Parent/Teacher conferences
Strategies: peer mediation; conflict resolution

Decision-Making:
Strategies: School Administration, School Resource Officers, and Support Staff
Strategies: Guidance social-awareness lessons
Strategies: All staff, students, and community through School Advisory Council, School Advisory Forum, and Parent Nights.
 
 
 
 

 
 

 

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

All staff are on-board with practicing Social-Emotional Learning throughout the day as teachable moments arise. Administration, Guidance Counselor, Psychologist, and support staff have daily discussions with students that heighten their awareness of social-emotional learning strategies, and allow them to reach their full-potential.
 

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
High Quality classroom instruction, iReady & School-City monthly assessments, and monitoring RtI data. Administration, Instructional Coach, ESE Specialist, and Guidance Counselor. 5/31/2019 Monthly district meetings and PD offerings as needed N/A

BPIE Files

File Name Uploaded Date
BPIE_2018-(1).pdf 10/23/2018