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

Westchester ES (2681)

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

2681 Reading and 2681 Math/ K- 2 Meet on 1st and 3rd Tuesday, 3 - 5 meet on 2nd and 4th Tuesday

Tuesday

1st, 2nd, 3rd, 4th

9/18/2018 - 4/30/2019

2:15 PM - 3:15 PM

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

186

15.60

0.00

0.00

15.10

3.80

01

195

12.30

0.00

0.00

23.10

2.10

02

191

13.10

0.00

0.00

16.80

2.10

03

225

10.70

2.20

0.00

13.30

1.30

04

207

11.10

0.00

0.00

13.00

2.90

05

249

7.20

0.40

0.00

12.90

2.00

 

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

The Intervention strategies we implement at Westchester are the following:
Tier 1 Differentiated Instructional Strategies
Small group guided instruction based on student data and/or teaching targets
Leveled Literacy Intervention (LLI) in grades K - 2 and ESE
Benchmark Assessment System (BAS) to monitor progress. 
Reading Tool Kit
Literacy Tool Kit
Fundations
Moving with Math
Touch Math
Strategic and Intensive Go Math Instruction
Personal Math Trainer from Go Math

 

 

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

8:00 AM - 1:45 PM

 

School Counseling Plan File

File Name Upload Date

guidanceplan.pdf

10/17/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

SEL-Action-Plan-2018-19.docx

10/19/2018

 


 

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

2681_SACComposition_20182019X.html

October

None

10/26/2018

2681_A+Documentation_2018-2019.pdf

October

A+ Funds

10/26/2018

2681_AgendaSigninMinutes_092518.pdf

September

Monitored

10/22/2018

2681_AgendaSigninMinutes_082918.pdf

August

Monitored

10/22/2018

2681_SAC_Bylaws_2018-2019.docx

September

SAC ByLaws

10/22/2018

2681_SAC_SAF_Meeting_Dates_2018-2019.docx

August

Developed

10/22/2018

 


 

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 of focus for improving student achievement is the percent of students making learning gains in FSA mathematics. This area was chosen due to a nine percent decrease from 2017 to 2018. 

 

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?

We will continue to use Grade level common assessments and performance tasks. Tier 1 small group instruction in reading and math.  Targeted reading and math interventions for all struggling students.  Professional Learning Communities will address Science and Literacy.
Quarterly data chats with all grade levels.  Continue LLI in primary grades.
 

 

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

Intermediate grades will participate in School City assessments with questions that mirror expected depths of knowledge questioning of FSA. Students in grades 3 - 5 will also continue using Reading Plus. Students will be assessed using common performance tasks and teachers will collaborate.  Teachers will use Instructional Focus Calendars and Scope and Sequence Maps to ensure the necessary standards are covered in a timely manner.
 School City assessments will also be used in grades 1 and 2.  Reading Plus is also being utilized in grade 2.

 

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

BAS level data is collected twice during each assessment period.  School City data is analyzed after each standard is assessed. Each grade level's IFC lists when each standard is assessed utilizing School City.  Data is analyzed and it is determined if standard is mastered or if there needs to be remediation.
 

 

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

Using data from School City assessments, teachers use the data to strategically plan differentiated instruction. 
 

 

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)?

Using data from School City assessments, teachers use the data to strategically plan differentiated instruction. This includes one-on-one instruction, as well as small groups and centers targeted on specific standards based on the data. 

 

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

  • Administration walk throughs
  • Pre and Post-Observation conferences
  • Grade level team meetings

 

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?

Balanced literacy is ensured through:

  • Classroom libraries with a mix of 50% fiction and 50% non-fiction books
  • Incorporating literacy through Science STEM Scopes and Social Studies Anchor texts
  • Teacher access to a Leveled Reading Resource room
  • Periodicals such as Scholastic News and Storyworks
  • Interactive Read aloud with students
  • Guided reading
  • Shared Reading
  • Independent reading
  • Modeled, guided, shared and independent writing. 

 

 

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

1. Wildcat 360.com/monthly
2. Social Emotional Competencies – Kids of Characters
3. Lunch Bunch with Guidance Counselor
4. Support Groups with Guidance Counselor

 

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

Our guidance counselor uses lunch bunch with Kid of Character traits.  Common SEL language throughout campus, CHAMPS, support groups with guidance counselor, and use of monthly modules through Wildcat 360.com, as well as Kids of character lunch bunch with guidance counselor. 

 

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

  • Utilize Wildcat 360 schoolwide monthly and as needed. 
  • Our guidance counselor runs support groups.
  • Our guidance counselor runs twice weekly lunch bunch with students with a focus on Kids of Character

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Small flexible reading groups based on student data and observations, LLI, Reading Plus, School City assessments, higher DOK questioning, balanced literacy, interaction, shared, guided and independent reading and writing. Classroom Teachers, Reading Specialist, and Administration 5/30/2019 Balanced Literacy trainings $0.00
1. Analyze data from School City Assessments 2. Small group instruction 3. Use Personal Math Trainer from Go Math 4. Team Planning 5. Math PLC Administration and Instructional Coaches 5/31/2019 Math PLC $0.00

BPIE Files

File Name Uploaded Date
2681_11032017_BPIE.pdf 10/18/2018