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 Glen MS (3051)

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

ESE/Guidance

Monday
Thursday

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

8/20/2018 - 5/30/2019

8:35 AM - 9:05 AM

6, 7, 8

Electives

Monday
Thursday

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

8/20/2018 - 5/30/2019

8:35 AM - 9:05 AM

6, 7, 8

Reading

Monday
Thursday

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

8/20/2018 - 5/30/2018

8:35 AM - 9:05 AM

6, 7, 8

Language Arts

Monday
Thursday

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

8/20/2018 - 5/30/2019

8:35 AM - 9:05 AM

6, 7, 8

Science

Monday
Thursday

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

8/20/2018 - 5/30/2019

8:35 AM - 9:05 AM

6, 7, 8

Math

Monday
Thursday

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

8/20/2018 - 5/30/2019

8:35 AM - 9:05 AM

6, 7, 8

Social Studies

Monday
Thursday

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

8/20/2018 - 5/30/2019

8:35 AM - 9:05 AM

6, 7, 8

 


 

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

06

486

8.20

13.20

2.50

24.10

7.60

07

462

10.60

13.40

6.10

24.70

11.90

08

495

12.10

9.30

4.40

22.20

10.30

 

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

Our RtI committee consists of Administration, Literacy Coach, ESE Specialist, Guidance Counselors, School Psychologist, Support Facilitators and Classroom Teachers.  Our meetings are held once a week where we review the referral and all data we have at the time of the meeting.  We look at FSA Scores for the past few years, FAIR results, DAR and Fluency results, present grades and attendance.  Teachers of the students bring their student data as well.  Our school-level progress monitoring consists of data collected from classroom assessments as well as data collected from Tier 2 and Tier 3 interventions.  It is usually collected on a weekly basis and shared when we revisit that student at the next assigned RtI meeting.  Typically, we meet again on a specific individual in approximately 6 weeks, but will discuss sooner at our weekly meetings if needed.
Currently, we are using our common assessments to inform instruction based on individual needs.  Textbook aligned assessments, teacher created assessments, i-Ready data collection from the initial diagnostics in both math and reading as well as the monthly Standards Mastery assessments will be used to drive instruction.
In an ongoing process through PLCs, data chats, and team meetings staff alert the team if students are not progressing towards school and district goals.
In our school we use the three primary principles of UDL to reach the full range of learners that make up our student body.  Providing multiple means of representation, providing multiple means of action and expression, and providing multiple means of engagement ensure that all classroom instruction meets the needs of each individual.  This year, many teachers are using the “Station Rotation” model which affords each teacher the opportunity to use UDL.
 

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Wednesday

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

8/22/2018 - 5/29/2018

8:30 AM - 9:30 AM

Wednesday

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

8/22/2018 - 5/29/2019

8:35 AM - 9:05 AM

 

School Counseling Plan File

File Name Upload Date

18-19-Annual-School-Counseling-Plan.pdf

10/14/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

SEL-Action-Plan-2018-(2).docx

11/30/2018

SEL-Action-Plan-FGMS.docx

10/17/2018

 


 

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

Forest-Glem-MS-Student-Survey.pdf

9/27/2018

Forest-Glem-MS-Staff-Survey.pdf

9/27/2018

Forest-Glem-MS-Parent-Survey.pdf

9/27/2018

 

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

SAC-Meeting-dates.docx

November

A+ Funds

11/19/2018

SAC-Committee-Membership.pdf

November

A+ Funds

11/19/2018

SAC-ByLaws-2018-2019.pdf

October

SAC ByLaws

10/3/2018

SAC-Sign-In-September-2018.pdf

October

Monitored

10/3/2018

SAC-Mintues-September-2018.pdf

September

Monitored

9/28/2018

SAC-Agenda-September-18-19.docx

September

Monitored

9/28/2018

 


 

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?

Science: 49% were Level 3 or higher
ELA: 52% were Level 3 or higher
ELA Gains for the Lowest 25%: 38% showed gains
These areas were chosen because they were lower than other schools in our Band.

 

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?

Data will be measured and interpreted at weekly Department Professional Learning Communities.  Teachers within the Learning Community will make curriculum decisions based on the data from common assessments and i-ready results.  Best practices will be shared at the PLC's and implemented with fidelity.
 

 

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

All students will use i-ready between 2-4 times per week.  This program uses a diagnostic test to put students on an individual learning path in both ELA and math.
Teachers will team teach and switch classes periodically.  This will improve academic success as teachers teach their strongest benchmarks to more students.

In reading classes, students are homogeneously grouped.  There is varied curriculum within leveled classes.   Vocabulary.com is used across the school to improve vocabulary.  Teachers practice reading strategies across the curriculum such as text features, text structure, close reading, predictions, underlining, margin notes, and visualizing.  
In math classes, teachers spent time over the summer looking at the pacing guides and reworked them to focus on standards that have traditionally given students the most trouble.  Math teachers regularly use USA Test Prep to monitor achievement of the Benchmarks.  Teachers give extra tutoring for Algebra and Geometry EOC's both before and after school.  Teachers also use Algebra Nation as a supplement to the textbook.
In Language Arts classes, students complete a monthly writing prompt which alternate between argumentative and informative.  Teachers focus on a different writing standard each month.    
In science classes, students complete multiple hands-on activities and labs to reinforce the standards.  Gizmos , videos, and interactive learning games are also used.  Daily warm ups in 7th and 8th grade reteach the 6th and 7th grade standards on the 8th grade FCAT.

 

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

Data is monitored and examined using FAIR testing and i-ready.

 

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

Students who are not meeting academic expectations will be recommended for the RtI process.  Teachers will use Tier 1 and Tier 2 strategies to help students achieve academic goals.

 

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)?

There are 4 ESE Support Facilitators and 2 ELL Support Facilitators who push in to classrooms to ensure that the curriculum is accessible to all.  All teachers are also trained on differentiated instruction in order to meet the needs of the diverse population.  

 

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

Informal and formal observations are conducted by administrators and department chairs.  

 

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 puts a high priority on technology in the classroom.  In addition to access to SmartBoard technology in every classroom, 66 out of 71 classrooms have laptop carts with at least 22 computers in each cart.  This technology gives access to informational text for each content area in a variety of media.

 

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

These strategies are in place:

1. Greeters at door

2. Safe Place

3. Jobs assignment for all students

4. Deep breathing exercise

 

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

These strategies are taught across the classrooms:

Teach self-regulation through the use of S.T.A.R – smile, take a deep breath and relax

Students will be able to identify when to self-advocate use resources that are available to them.

Students will be able to keep track of their academic goals by accessing gradebook (pinnacle) and reviewing their progres

 

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

The school-wide mentoring program, Aspire, provides adult support to students who are struggling both academically and behaviorally.  

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
House of Representative member Ted Deutch will present to all Civics students. Civics teachers meet twice a week to plan together and share best practices. The Curriculum map is structured so that the most difficult aspects of the EOC are taught last. Teachers use centers, group work, technology to practice standards. Megan Weller 5/30/2019 $0.00
(R.I.3.7) Using INSIDE-Engage students in concepts and applications to real life using ancillary materials embedded within CENGAGE. Providing various forms of multi-media formats to develop coherent understanding of information (poetry, music, art, film, plays). (R.I. 3.8) Using multiple reading sources (cartoons, posters, letters, applications, etc) determining relevant and sufficient evidence and being able to recognize those that are not. (R.I. 3.9) Support vs. Opposing viewpoints from various authors (compare/contrast) Text sets- NEWSELA using more than one piece of text on a specific topic. ACHIEVE THE CORE- Mini Assessments aligned to specific lessons that focus on specific standards Nancy Sheingold, Wendy Greenberg, Laura Barris 5/30/2019 $0.00
Students practice weekly on i-ready with incentives for improvement. Lowest quartile students are pulled out twice a week for additional instruction. Russell Anderson 5/30/2019 $0.00
Physical Science teachers are reviewing 6th and 7th grade standards as part of their curriculum via warm ups at the start of class. All science teachers are assessing tested standards multiple times throughout the school year. Tested standards that have not been mastered will be remediated. Mitchell Comiskey 5/31/2019 $0.00

BPIE Files

File Name Uploaded Date
3051_10212016_BPIE-Forest-Glen.pdf 11/19/2018