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

Cross Creek k-12 (3222)

School Year

2018 - 2019

School Grade
(2017 - 2018)

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

Elementary Reading, Reading/L.A. 6-12, Science 6-12, Employability 9-12, Electives K-12, Math 6-12, Behavior/SEL K-12, Access 6-12

Friday

2nd, 3rd, 4th, 5th

9/15/2018 - 5/31/2018

8:35 AM - 9:15 AM

1, 2, 3, 4, 5, 6, 7, 8, 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

KG

1

0.00

0.00

0.00

0.00

0.00

01

6

16.70

66.70

0.00

50.00

50.00

02

1

100.00

0.00

0.00

100.00

100.00

03

1

0.00

0.00

0.00

0.00

0.00

04

7

57.10

71.40

0.00

0.00

57.10

05

12

50.00

75.00

0.00

0.00

41.70

06

12

66.70

50.00

58.30

0.00

50.00

07

15

66.70

53.30

26.70

0.00

46.70

08

15

53.30

33.30

6.70

0.00

26.70

09

18

72.20

66.70

72.20

0.00

77.80

10

25

60.00

32.00

44.00

0.00

44.00

11

19

73.70

21.10

26.30

0.00

31.60

12

25

60.00

20.00

20.00

0.00

24.00

 

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

  • Every student has an Individual Education Plan that addresses his/her individual needs.
  • Each week the Counseling Director distributes the failing students report.
  • At the interim report, the Counseling Director schedules RtI meetings with students failing core classes.  The teacher, family counselor, ESE Specialist and Counseling Director.  Plans for each student are written and parents are contacted.

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Monday

1st, 3rd, 5th

9/1/2018 - 5/31/2019

8:35 AM - 9:15 AM

 

School Counseling Plan File

File Name Upload Date

ASCP-2018-2019.pdf

10/12/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

SEL-Action-Plan-2018.pdf

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

MINUTES-10-25.docx

October

A+ Funds

11/13/2018

SIGNIN_NOV.pdf

November

A+ Funds

11/7/2018

Agenda-11-1-18.docx

November

A+ Funds

11/7/2018

MINUTES-11-1.docx

November

A+ Funds

11/7/2018

Agenda-10-25-18.docx

October

A+ Funds

11/7/2018

SeptSign-In.pdf

September

None

11/7/2018

SAC-and-SAF-Agenda-9-6-18.docx

September

A+ Funds

11/6/2018

3222_10182018_SAC-SAF-MINUTES-9-6.pdf

September

SAC ByLaws

10/22/2018

Cross-Creek-School-SAC-Meeting-Dates-2018-19.docx

September

Developed

10/19/2018

Cross-Creek-School-SAC-Composition-2018-19.pdf

September

Developed

10/19/2018

SAC-BYLAWS-2018-2019.pdf

September

SAC ByLaws

10/18/2018

 


 

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?

Literacy will contunue to be the focus for improving student achievement.  Students demonstrated the most deficit areas based on the 2018 ELA FSA and iReady diagnostic data.  

 

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?

i-Ready will be utilized with all students enrolled in reading.
PLCs will disaggregate specific student data related to the standards and target strategies to improve those skills.
NewsELA and Vocabulary.com will be utilized to increase vocabulary skills and informational text comprehension.
Middle school students will participate in the Middle School All-Star Challenge monthly to increase academic achievement and motivation.
Literacy Coach will analyze student data on a bi-monthly basis to develop remediation plans and review differentiation strategies.
 

 

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

i-Ready will be implemented at least 45 minutes per week for all students enrolled in reading.
PLCs will disaggregate specific student data related to the standards and target strategies to improve those skills.

The Literacy Coach will disseminate and assist teachers to apply the information obtained from the Professional Learning Series for Instructional Coaches.
Monthly iReady data will be reviewed to ensure that students are making gains and instruction will be adjusted based on individualized needs.
The Literacy Coach will pull out and work with targeted students on deficit skills weekly.

 

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

iReady diagnostics will be conducted three times per year.  Additional growth monitoring data will be collected through iReady.  
Monthly iReady data will be reviewed to ensure that students are making gains and instruction will be adjusted based on individualized needs.
Teachers administering the assessments shall meet with each student after each assessment to discuss his/her results and encourage improvement.
Teachers will be including students in setting individual growth targets in reading. 

 

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

Monthly iReady data will be reviewed to ensure that students are making gains and instruction will be adjusted based on individualized needs.
Incentives will be given school-wide based on individual gains.
Teachers will review individual growth target with students after each assessment.   
The Literacy Coach will pull out and work with targeted students on deficit skills, weekly.
The Literacy Coach will assist teachers in analyzing student data and implement teaching strategies to focus on deficit skills.

 

 

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 students have an IEP (Individual Educational Plan) that delineates specific accommodations each student requires to maximize their learning.
All teachers collaboratively participate in each students' IEP development and are given access to all of their students' IEP.
The ESE Specialists have provided professional development regarding accommodations and strategies on how to implement them.
The Literacy Coach will assist teachers in differentiating to match individual needs and learning styles with the goal of all students meeting the same high expectations.  
Teachers will explore and implement processes considering multiple ways for demonstrating understanding in their PLC groups.
Reading, English, Social Studies, and Science that will keep portfolios that support students through scaffolding.

 

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

Flexibility is provided in the time and support each student needs to meet the standard. Teachers follow a cycle of instruction— assessment, planning, instruction, assessment, and re-teaching-so all students meet specific, clearly stated and understood, high academic standards in each content area.

 

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?

Grades K-5 use Journeys for Reading and ELA instruction.
Grades 6-8 use Collections for ELA and Edge for Reading.
Grades 9-12 use Collections for ELA and Edge and Ten Steps to Improve College Reading Skills.
Other supplemental/remedial programs include Newsela, i-Ready, Flocabulary, newspapers, Scholastic readers. 
Access is through the media center, online textbooks, technology on site and at home as well.

 

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

Weekly SEL Groups are co-facilitated by Family Counselors and the classroom teachers utilizing LEAPS lessons for all students.  
Elementary teachers are incorporating Sanford Harmony curriculum/activities in their weekly lesson plans.
District Character Trait education is incorporated in daily announcements and a student for each level (E
,M,H)
Students are recognized during quarterly awards assemblies for demonstrating these traits. 

 

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

Weekly SEL Groups are co-facilitated by Family Counselors and the classroom teachers to teach what these competencies look like and sound like. 
All staff throughout the school model the core SEL competencies.  
Instructional strategies that promote SEL are incorporated into each curriculum to establish a relationship-centered learning environment.

 

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

SEL competencies are an integral part of our school-wide behavior management plan. 
Therapeutic support is provided to each student on a 1:1 basis as well as weekly group sessions.  The focus of these sessions is on SEL competencies.

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
All students will complete the diagnostics and be active in iReady for a minimum of 45 mins. per week Classroom reading teachers 5/2/2019 iReady usage and data review $6,000.00
The Academic Leadership Team will devise and implement a reading and writing plan with three components including, instruction, assessment, and motivation. Academic Leadership Team 4/30/2019 The Literacy Coach and leadership team will provide ongoing support to teachers and implement effective teaching and learning strategies based on assessments.

BPIE Files