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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

Coral Glades HS (3861)

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

Data

Thursday

1st

8/8/2018 - 5/15/2019

3:00 PM - 4:00 PM

9, 10, 11, 12

ESE

Thursday

1st

8/8/2018 - 5/15/2019

3:00 PM - 4:00 PM

9, 10, 11, 12

Industry Certification

Thursday

1st

8/8/2018 - 5/15/2019

3:00 PM - 4:00 PM

9, 10, 11, 12

Research Skills

Thursday

1st

8/8/2018 - 5/15/2019

3:00 PM - 4:00 PM

9, 10, 11, 12

Social Studies Project-Based

Thursday

8/8/2018 - 5/15/2019

3:00 PM - 4:00 PM

11, 12

US History

Thursday

1st

8/8/2018 - 5/15/2019

3:00 PM - 4:00 PM

11

World History/Geography

Thursday

1st

8/8/2018 - 5/15/2019

3:00 PM - 4:00 PM

9, 10

Chemistry

Thursday

1st

8/8/2018 - 5/15/2019

3:00 PM - 4:00 PM

9, 10, 11

Biology

Thursday

1st

8/8/2018 - 5/15/2019

3:00 PM - 4:00 PM

9, 10, 11

Geometry

Thursday

8/8/2018 - 5/15/2019

3:00 PM - 4:00 PM

10, 11, 12

Algebra II

Wednesday

1st

8/8/2018 - 5/15/2019

3:00 PM - 4:00 PM

9, 10, 11

Algebra I

Wednesday

2nd

8/8/2018 - 5/15/2019

3:00 PM - 4:00 PM

9

World Languages

Wednesday

2nd

8/8/2018 - 5/15/2019

3:00 PM - 4:00 PM

9, 10, 11, 12

Literacy AP/AICE

Thursday

1st

8/8/2018 - 5/15/2019

3:00 PM - 4:00 PM

9, 10, 11, 12

Literacy 11-12

Wednesday

8/8/2018 - 5/15/2019

3:00 PM - 4:00 PM

11, 12

Literacy 10

Wednesday

1st

8/8/2018 - 5/15/2019

3:00 PM - 4:00 PM

10

Literacy 9

Wednesday

8/8/2018 - 5/15/2019

3:00 PM - 4:00 PM

9

 


 

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

621

23.50

11.80

17.90

18.00

19.80

10

632

26.60

11.90

23.70

22.50

23.30

11

614

29.50

11.20

23.60

15.30

23.00

12

647

34.60

8.70

8.80

1.90

9.60

 

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

 Intensive Reading instruction for 90 minutes on alternate days targeting struggling readers across grades 9-12 needing remediation
Collaboration with Reading coach to diagnose specific reading instructional needs and interpret assessment data to drive instructional interventions
Reading pull-out and push in services targeting struggling readers
 

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Tuesday

2nd, 4th

8/20/2018 - 5/30/2019

1:00 PM - 3:00 PM

 

School Counseling Plan File

File Name Upload Date

ASCP-Oct-2018.pdf

10/16/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

SEL-Action-Plan-2018.pdf

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.

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

3861_NewWaiverIntentForm_11142018.pdf

November

Waiver Application

11/13/2018

Office-of-Service-Quality-Initiatives-_-Online-SAC-Composition-Program.pdf

November

None

11/13/2018

SAF_Agenda_minutes_signin_10152018.pdf

October

SAF ByLaws

10/18/2018

SAC_Agenda_minutes_signin_10152018.pdf

October

Developed

10/18/2018

SAC_Agenda_minutes_signin_09172018.pdf

October

SAC ByLaws

10/18/2018

3861_SAC-ByLaws_09172018.pdf

September

SAC ByLaws

10/17/2018

 


 

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 areas of focus will be Lowest quartile in Math, Reading and  Learning Gains in Math and Reading, and Writing.  These five areas were chosen as they were our lowest areas; 
Reading Lowest Quartile
48%
Math Lowest Quartile 
41%
Reading Learning Gains
59%
Math Learning Gains
42%
Writing
59%
  

 

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?

Literacy

  • WriteScore
  • Extended Learning Opportunities
  • USA Testprep 
  • Achieve 3000
Math
  • AlgebraNation
  • USA Test prep
  • Math pullouts
  • Extended Learning Opportunities

 

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

We plan to increase the student proficiency rate on the 9th and 10th grade Reading Exams by: using Write Score Private Scoring Essay Company – all 9th and 10th grade students simulate the state writing assessment by writing an argument and informative essay to be scored by the company. We also offer a Tutoring Program for Literacy twice a week with teacher support, Extended Learning Opportunity Reading Program for 7 Weeks to practice for FSA Literacy, and the USA Test Prep program to practice using videos and FSA aligned passages and questions.  ELA teachers have common assessments each month, based on literacy standards, for all 9th and 10th grade students to monitor student progress.  Thirty-four percent of our students are placed in reading, clustered English III, Learning Strategies for 11th and 12th grade, Developmental English Language and English IV College Preparation classes.  All of the above teachers have laptop cart (25 laptops) for student use.  In addition each 9th and 10th grade English teacher have a laptop cart (25 laptops) for student use.    We utilize the Achieve 3000 program for all 9th and 10th graders in reading classes.
We plan to increase student proficiency on the Reading Retake Exams by: assigning each senior to a teacher and administrator mentor, after school review sessions scheduled during reading camp beginning in February, and the Literacy Coach pullouts in 9th and 10th grade classrooms to support students.  
We plan to increase student math proficiency rate on the Algebra I, Algebra II, and Geometry End of Course Exams (EOC) by using the USA Test Prep and Algebra Nation programs to practice EOC questions.  We also provide afterschool tutoring for remediation.  Common mini-assessments are given through all Algebra I, II, and Geometry courses to provide data on students’ weakest areas.  The Math Coach provides weekly pullouts.  All Algebra I, II, and Geometry teachers all have common planning to meet and collaborate regularly.

 

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

In Literacy

  • The 9th and 10th grade students will complete WriteScore (one for each prompt).  The scored essays and feedback will be given to the teachers to determine each student's specific strengths and weaknesses.  The teacher will then target the areas that need reteaching. 
  • Literacy teachers will also use PSAT data to determine areas of weakness to reteach.  
In Math
  • Algebra I and Geometry teachers will have 3-6 topic tests and 1-2 mini standard assessments per quarter.  They will discuss the data from these assessments to determine each student's strengths and weaknesses for reteaching.  
 

 

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

As a faculty, we begin the year with an analysis of the previous year's data, AP and Cambridge teachers review specific student data, and Professional Learning Communities (PLCs), in conjunction with their assistant principals, analyze data specific to their content and tested areas. Each PLC is responsible for progressing through the CARE model, which includes specific discussions of Curriculum, Assessment, Remediation, and Enrichment to reach the needs of students at every level, including those not progressing toward school and district goals. Further, the Data Team analyzes data trends on campus and creates plans for addressing academic challenges the students face. Operation Graduation is a team of teachers and administrators who mentor at-risk seniors by looking at each student's specific needs and guiding him or her toward the appropriate supports available on campus, including but not limited to peer counseling, school social worker, and tutoring opportunities.

 

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)?

The school is incorporating Universal Designs for Learning through Canvas and Project Based Learning.   Canvas Learning Management System gives students the opportunity to learn beyond the brick and mortar class setting.  It also allows for flexible learning. We are in the third year of full Canvas integration in all classes.  Social Studies and Science teachers are incorporating Project Based Learning in their classes.  PBL stresses planning and performance tasks, real world connections, and improving interpersonal skill development by working effectively with peers.

 

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

When teachers effectively implement Tier 1 Standards-Based instruction, 80% of students should find success in reaching their learning objectives. Through the PLCs, teachers analyze the effectiveness of their Tier 1 teaching strategies and share best practices in order to ensure that students are receiving the highest level of instruction and achieving academic success. Based on the analysis of each standard, teachers also identify Tier 2 and Tier 3 strategies to implement with those students who require additional support to be successful.

 

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?

In addition to district-adopted textbooks for each classroom, teachers also provide supplemental materials to enhance student learning. For example, literacy classes use literary and informative passages from Commonlit.org and NewsELA to supplement instruction and connect literary units to current events. Social Studies classes use Scholastic magazines like Choices and UpFront. The science department uses Science World to supplement their lessons with current events. The literacy department has a library of novels that teachers check out to supplement students’ learning to ensure that students are exposed to a wide-variety of literature with varying levels of academic rigor.

 

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

Coral Glades implements the Social and Emotional Learning Standards through Personalization for Academic and Social-Emotional Learning (PASL) in grades 9 and 10, school-wide equity initiatives including Start with Hello! and the Jaguars ROAR responsible decision-making program. Through PASL, students are taught specific goal-setting lessons and time-management strategies to decrease stress and increase achievement. The equity initiatives ensure that all students develop cultural sensitivity skills and improve interpersonal communication, while the Jaguars ROAR program explicitly teaches responsible behavior expectations to encourage students to make better decisions.

 

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

Through PASL, students are taught strategies for writing goals, time-management, self-regulation, and positive responses to stress. The equity liaison and team will hold assemblies for students and push into study hall classes to promote a culturally friendly work and learning environment, embracing diversity and racial and gender equity. Coral Glades will enlist the help of leadership classes; such as, Peer Counseling, Student Government, JROTC, and DECA to teach Social-Emotional Competencies in Personalization Periods to improve the climate and culture of our school.

 

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

Coral Glades High School's vision is to provide students with a challenging and rigorous curriculum to meet the demands of the 21st century. Coral Glades is committed to excellence and inclusion in our school and surrounding community. To accomplish this goal, Coral Glades is committed to involving school personnel, community members, students, and their families as partners in an ongoing process of educational improvement. Coral Glades High maintains an environment of excellence, equity, and inclusion which fosters intellectual, social, physical, emotional, and ethical growth for all. Programs like PASL and Operation Graduation pair students with staff mentors that can guide them to appropriate campus support resources, like peer counseling, free after-school tutoring, extended-learning opportunities, and the school social worker.

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Pullout and push in programs in Literacy and Math. Extended Learning Opportunities will be provided for students in Literacy and Math. Literacy and Math Department Chairs 5/30/2019 $5,000- $10,000 for after school tutoring and teacher pd

BPIE Files

File Name Uploaded Date
3861_10112016_CGHS_BPIE_2015(1).pdf 10/16/2018