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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

Taravella, J.P. HS (2751)

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

The Creative Classroom

Thursday

1st

9/6/2018 - 5/3/2019

1:00 PM - 2:00 PM

9, 10, 11, 12

Tech Breadcrumbs

Thursday

1st

9/6/2018 - 5/3/2019

1:00 PM - 2:00 PM

9, 10, 11, 12

Team ESE

Thursday

1st

9/6/2018 - 5/3/2019

1:00 PM - 2:00 PM

9, 10, 11, 12

Recordex-ers

Thursday

1st

9/6/2018 - 5/3/2019

1:00 PM - 2:00 PM

9, 10, 11, 12

Reading Dept. PLC

Thursday

1st

9/6/2018 - 5/3/2019

1:00 PM - 2:00 PM

9, 10, 11, 12

JPT Positive PR

Thursday

1st

9/6/2018 - 5/3/2019

1:00 PM - 2:00 PM

9, 10, 11, 12

JPT LAPC

Thursday

1st

9/6/2018 - 5/3/2019

1:00 PM - 2:00 PM

9, 10, 11, 12

JPT Equity

Thursday

1st

9/6/2018 - 5/3/2019

1:00 PM - 2:00 PM

9, 10, 11, 12

Guidance Group

Thursday

1st

9/6/2018 - 5/3/2019

1:00 PM - 2:00 PM

9, 10, 11, 12

Geometry through Technology

Thursday

1st

9/6/2018 - 5/3/2019

1:00 PM - 2:00 PM

9, 10, 11, 12

Forensic Science Sleuths

Thursday

1st

9/6/2018 - 5/3/2019

1:00 PM - 2:00 PM

9, 10, 11, 12

ELA Today

Thursday

1st

9/6/2018 - 5/3/2019

1:00 PM - 2:00 PM

9, 10, 11, 12

Canvas Conquerors B

Thursday

1st

9/6/2018 - 5/3/2019

1:00 PM - 2:00 PM

9, 10, 11, 12

Canvas Conquerors A

Thursday

1st

9/6/2018 - 5/3/2019

1:00 PM - 2:00 PM

9, 10, 11, 12

Algebra Team

Thursday

1st

9/6/2018 - 5/3/2019

1:00 PM - 2:00 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: 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

826

24.60

16.30

24.50

26.80

25.90

10

857

21.10

12.50

19.30

31.60

23.60

11

827

28.40

8.80

28.30

17.80

23.00

12

739

31.10

5.10

13.70

6.20

12.20

 

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

The RTI (Response to Intervention) process is a academic intervention strategy that is employed to improve the academic performance of students. First, all teachers are expected to implement Tier 1 academic strategies for their assigned students. If and when these Tier 1 strategies are deemed ineffective bcause the student continue to be unsuccesful then the student/s are referred to their individual school counsellors. The counselor communictate with the students instructors to monitor and collect information about the students academic performance. The school counsellor will then make the determination to recommend peer support from a successful instructor or submits an academic referral for the student to the RTI team. Subsequently the RTI team meets to determine more specific Tier 2/3 acdemic strategies to be implemented and monitored. The school counsellor will be the case manager assigned to monitor and report the impact of the acadamic intervention/acccomodation. 

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Wednesday

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

9/12/2018 - 5/29/2019

9:20 AM - 10:50 AM

 

School Counseling Plan File

File Name Upload Date

School-Counseling-Plan.pdf

10/18/2018

 

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.

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-ByLaws-2018_2019.pdf

November

SAC ByLaws

11/9/2018

2018_19-SAC-Meeting-Schedule.pdf

November

SAC ByLaws

11/2/2018

Oct_17_2018.pdf

October

Monitored

11/2/2018

SAC-Composition.pdf

September

SAC ByLaws

11/2/2018

Sept-SAC-agenda-9_12_18.docx

September

SAC ByLaws

11/2/2018

 


 

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 the SES band data we will focus on the areas of Literacy and Mathematics. We are concerned with our students performance in both areas because they are graduation requirements. 

 

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?

JP Taravella was 52nd ranking overall in our SES Band. In the content area of English Language Arts 52% of 9th and 10th graders scored satisfactory or higher ; 49% of students made learning gaines and 42% of students in the lowest 25% made gains as measured by the Florida Standards Assessment. In order to improve teaching and learning professional developement on accountable talk strategies will be delivered to teachers and implement in instruction.  A school-wide aligned instructional focus calendar based on the ELA standards will be followed across curriculums.  

In the area of Mathematics, 37% of our students scored satisfactory or higher, 36% of students made learning gains, and 36% of the students in the lowest 25% made gains as measure by the End of Course Exam in Algebra 1.  Accountable talk strategies will be used in working through and solving math problems.  An after school tutoring program as well as Twilight school for students who need credit recovery will be provided for remediation.

 

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

During the 2018-2019 school year our focus is to continue improving our reading assessment proficiency level.  To accomplish this we focus on the Reading and the English Language Arts classes.  Students are given supplemental instruction in Saturday school reviews, ESOL  and afterschool tutoring.
Teachers implemented an instructional focus calendar, assessed the students using mini-assessments following the Curriculum, Assessment, Remediation, Enrichment (CARE) cycle, and monitored student achievement.   All other departments will teach their content specific curriculum while using strategies that support the ELA standards focused on the instructional focus calender. The RTI group will identify  struggling students, design interventions and monitor the students progress.  

For the 2018-2019 school year our focus will be to increase improve our English Language Arts Proficiency level from 52% to 54%.and our Mathematics EOC proficiency rate from 37% to 39%  We will accomplish this by using common planning periods where instructional focus calendars alligned to the tested benchmarks. Teachers will create common mini-assessments with questions designed by using the Florida Department of Education  Test Item Specifications.   After each test the data will be complied and analyzed. Data chats will be conducted.  Teachers will conduct in class remediation with students who performed poorly on the assessments.  

In addition, after school remediation sessions will be conducted for EOC tested subjects. The content of the remediation sessions will be developed using data compiled from mini- assessments and aligned to the instructional focus calendars. Students in math classes will receive direct instruction on how to utilize literacy skills to maximize their scores on the EOC Performance Tasks. Students will receive practice performance tasks. In addition, students will receive quarterly assessments to monitor their progress. The use of MathNation, Khan's Academy, and Vocabulary.com will be used to provide supplemental instruction.

Students who continue to struggle with the content in English Language Arts and Mathematics after repeated remediation sessions will be referred to the Child Study Team for intensive academic interventions and monitoring.  

 

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

Progress Monitoring data is collected quarterly by Language Arts teachers based on the assessment schedule located in the district-approved Pathways curriculum. In addition, PSAT data is analyzed and instruction is revised based on the results.

 

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

Level 1 students in 9th and 10th grades are placed in a remedial reading class along with an English class. Level 2- 9th and 10th graders are scheduled with specific highly qualified teachers in English as well as World History in order to receive literacy instruction. Both levels receive literacy skills instruction on a daily basis. Additionally, the Literacy Coach works closely with these teachers to monitor progress and ensure effective strategies are in place to maximize growth.

 

 

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)?

Lesson plans are reviewed by teachers and departments at least bi-monthly by grade level teams. They plan together during their common planning time as well. Department Chairs and Administrators oversee the process to ensure compliance and make any recommendations that would further support effective design and delivery of curriculum.

 

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

Administration regularly conducts walkthroughs in classrooms, providing both positive feedback and constructive criticism as needed. Teachers are referred to the Literacy Coach for additional support when it is determined that such support would be beneficial to student achievement.

 

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?

ELA and Reading- Our English students use the District Adopted and approved Collections Series. Our students enrolled in the Reading classes are using the Edge Series. We use Achieve 3000, Vocabulary.com, Khan Academy, and Newela technology based programs as well. Sets of classroom novels are available for check out through our bookroom for use in classroom instruction. English Language Arts teachers have divided these novels by grade level, based on themes. The novels cover a variety of genres, including both informational and literary text.

 

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

J.P. Taravella ensures that students are developing their social and emotional skills by providing multiple mentoring programs, such as Personalization for Academic and Social-Emotional Learning (PASL), Mentoring Tomorrow's Leaders (MTL), Peer Counseling, and Future Leaders Engaged in Educaitonal Knowledge (FLEEK). In addition, all teachers underwent basic Equity training conducted by our Equity Liaisons. Finally, all School Counselors rotate through grade level specific study halls to provide these supports to students, as well as all staff having access to referring our students to Family Counseling and our Social Worker.

 

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

Students are explicitly taught these standards through School Counselor visits to grade level specific study halls to teach standards such as self-management and awareness. Students are also taught these skills during conflict mediation, whether with Behavior Specialist, School Counselor, or Peer Counselor. These standards are also integrated into the school through teachers taking time to address these issues, whether individually in student conferences or to their classes. Also, teachers are expected to create positive, inclusive environments, understanding student perspectives and realities that they bring in with them to school each day, based on the introductory Equity training.

 

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

Students are benefitted by the school's policies and practices because all students are introduced to key staff members at the beginning of the year, all teachers received the Equity Training and how to refer students for more specialized support (such as Family Counselor, RTI, Social Worker, School Counselor), and all students have the ability to participate in any of the SEL programs offered on campus. In additon, students are consistently referred to these extra supports and services provided on Campus. In this way all students are receiving some level of support based on their need. It is also important to note that all students have been informed about our Crisis Text Line, which gives students immediate access to a support person. The Crisis Text Line information is also printed on every student's identification card that they are mandated to wear every school day.

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Implementation of Write Score for specific feedback and remediation strategies Deb Johnson, Catherine Gonzalez, Jen Bard 5/1/2019 Training on how to utilize Write Score as part of effective classroom instruction $7,000.00

BPIE Files

File Name Uploaded Date
2751_10282016_JPTBPIE2016.pdf 10/13/2018