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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

Westglades MS (3871)

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

3871 ELA 6

Tuesday

1st, 3rd, 4th

8/8/2018 - 6/7/2019

8:15 AM - 9:10 AM

6

3871 ELA 7

Tuesday

1st, 3rd, 4th

8/8/2018 - 6/7/2019

8:15 AM - 9:10 AM

7

3871 ESE 6-8

Tuesday

1st, 3rd, 4th

8/8/2018 - 6/7/2019

8:15 AM - 9:10 AM

6, 7, 8

3871 Guidance/ESE 6-8

Tuesday

1st, 3rd, 4th

8/8/2018 - 6/7/2019

8:15 AM - 9:10 AM

6, 7, 8

3871 Math 7

Tuesday

1st, 3rd, 4th

8/8/2018 - 6/7/2019

8:15 AM - 9:10 AM

7

3871 Reading 6-8

Tuesday

1st, 3rd, 4th

8/8/2018 - 6/7/2019

8:15 AM - 9:10 AM

6, 7, 8

3871 Science 6

Tuesday

1st, 3rd, 4th

8/8/2018 - 6/7/2019

8:15 AM - 9:10 AM

6

3871 Science 7

Tuesday

1st, 3rd, 4th

8/8/2018 - 6/7/2019

8:15 AM - 9:10 AM

7

3871 Science 8

Tuesday

1st, 3rd, 4th

8/8/2018 - 6/7/2019

8:15 AM - 9:10 AM

8

3871 SS 7

Tuesday

1st, 3rd, 4th

8/8/2018 - 6/7/2019

8:15 AM - 9:10 AM

7

3871 World History 6

Tuesday

1st, 3rd, 4th

8/8/2018 - 6/7/2019

8:15 AM - 9:10 AM

6

3871 ELA 8

Tuesday

1st, 3rd, 4th

8/8/2018 - 6/7/2019

8:15 AM - 9:10 AM

8

3871 Related Arts

Thursday

4th

8/8/2018 - 6/6/2019

8:15 AM - 9:10 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

609

10.20

4.30

0.50

11.80

4.30

07

604

9.30

2.60

1.70

8.10

3.10

08

600

16.70

7.50

0.80

9.00

5.80

 

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

Department of Secondary Learning – English Language Arts Broward County Public Schools DT2-Middle (6-8) Identification/Intervention Decision Tree 2017-2018 The following charts are district recommendations for placement of secondary students into Intensive Reading (IR) for the 2017-18 academic year. The state of Florida no longer requires students who are Level 1 and 2 FSA (Florida Standards Assessment) to be placed into Intensive Reading; districts have the ability to make recommendations to schools, however, for placement of students who are reading and writing below grade level expectations. BCPS recommends that schools place FSA Level 1 and 2 students into IR in order to provide them instruction targeted to their needs and to prepare students to meet graduation and college & career readiness requirements. Different for the 2017-18 academic year is the recommendation to place students into a single block of reading based on their needs as evidenced by data. Schools should use FSA data as the first determinant to place Level 1 and 2 students into IR classes. Secondly, schools should use FAIR-FS (or Benchmark Assessment System, BAS, for Grade 6) Word Recognition and Reading Comprehension as secondary determinants to determine which level of the district-adopted curriculum to place students. For middle schools, this would be Level A, B or C of National Geographic Inside. For high schools, this would be either levels A, B, or C of National Geographic Edge. Both programs provide placement tests that recommend placement of students into the appropriate level. In both middle and high schools, teachers may use the Fundamentals level of Inside or Edge, along with supplemental resources, which they currently have, i.e. Inside Phonics, Just Words, Rewards, or Wilson to address student’s decoding needs. The district’s Curriculum Pathways for Inside and Edge, housed on the Secondary ELA SharePoint, provide reading teachers additional supplemental resources, aligned to the reading curriculum, to provide further differentiation, rigor and opportunities for students to read and research both independently and collaboratively to produce standards-based projects and Performance Tasks. Students who have not responded to a specific reading intervention with the initial intensity provided will receive personalized instruction to meet their needs. Parents will be notified about their child’s reading progress, as required in Section 1008.25, F.S., through a district Progress Monitoring Plan (PMP) and a customized FAIR-FS parent letter that provides progress monitoring of student data. In addition to using FSA and FAIR-FS data, schools may also use other student data available, such as DAR, Spelling Inventory, or programmatic Lexile levels. Literacy coach and teacher recommendations may also provide useful placement information. Students who enter the district without FSA or FAIR-FS scores may have other nationally normed test results for schools to consider for placement decisions. These students could also be administered the Inside or Edge placement tests or any of the other assessments mentioned above.

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Thursday

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

8/29/2018 - 5/30/2019

9:30 AM - 11:15 AM

 

School Counseling Plan File

File Name Upload Date

3871_Westglades_ASCP-2018-2019.pdf

9/27/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

Westglades-SEL-Action-Plan-2018_10_26-Rev.pdf

10/29/2018

 


 

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

AMENDENT-I.-CAP-FUNDING-REQUESTS_Westglades_2018.pdf

November

SAC ByLaws

11/8/2018

SAC-3871_Westglades_October_A+MoneyMinutes_10_12_18.pdf

October

A+ Funds

11/8/2018

SAC-3871_Westglades__A+-MoneyAgenda_10_12_18.pdf

October

A+ Funds

11/8/2018

A+MoneyVoting_Westglades_SignInSheet_18-19.pdf

October

A+ Funds

11/8/2018

A+Money_Results_Westglades_18_19.pdf

October

A+ Funds

11/8/2018

A+-MoneyBallot-2018.pdf

October

A+ Funds

11/8/2018

SAF_SignInSheet_Westglades_10_12_18.pdf

October

Developed

11/7/2018

SAF_SignInSheet_Westglades_9_14_18.pdf

September

Developed

11/7/2018

SAF-Agenda-Westglades_11_9_18.pdf

November

Developed

11/7/2018

SAF-Agenda_-Westglades_10_12_18.pdf

October

Developed

11/7/2018

SAF-Agenda_-Westglades_9_14_18.pdf

September

Developed

11/7/2018

SAC_-ByLaws_Westglades_2018.pdf

September

Developed

11/7/2018

SAC_-ByLaws_Westglades_2018.pdf

September

SAC ByLaws

11/7/2018

SAC-3871_Westglades_October_Minutes.pdf

October

Developed

10/22/2018

SAC_3871_Attendance_October_Sign-In.pdf

October

Developed

10/17/2018

SAC_3871_Composition-Report_updated_10-12-18.pdf

October

Developed

10/16/2018

SAC_3871_October_Attendance.pdf

October

Developed

10/16/2018

SAC_3871_October_Agenda_powerpoint.pdf

October

Developed

10/16/2018

SAC-3871_Westglades_SeptMinutes_92917-(9-14-18).pdf

September

Developed

10/10/2018

3871_Westglades_SeptAgenda_pdf.pdf

September

Developed

9/21/2018

3871_Westglades_Attendance-Sept.pdf

September

Developed

9/21/2018

 


 

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?

As evidenced in the SES Band Data, 51% of the students in the lowest quartile made learning gains in ELA. With this, the school improvement focus is English and Language Arts (ELA).  

 

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?

Our goal is to scale-up BEST Practice #1 - Professional Learning Communities (PLCs) and Curriculum, Assessments, Remediation and Enrichment (CARE)

 

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

Teachers and administrators will work collaboratively in PLCs to utilize data results to target instruction, focus on aligning the standards and plan remediation and enrichment activities. Professional development sessions have been planned to provide continuous learning. Administrators and teachers will also utilize common formative assessment data, teacher data chats and staff survey results to monitor success.

 

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

ELA/Reading
Reading: To monitor success in Intensive Reading classes, Achieve3000 data will be collected to determine student Lexile growth. Data will be collected monthly.
Language Arts: Teachers will use USA Test Prep – Common Formative Assessment Data to monitor student success. Data will be collected quarterly.

 

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

The administrators, teachers and support staff meet as a team to monitor the implementation of RtI, student interventions as well as appropriate tier level supports. 

 

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 uses a variety of UDL strategies such as self-regulation and executive function strategies to provide access to instruction to diverse learners. The following self-regulation strategies are utilized: Trigger analysis, belly breathing, mindfulness breaks, goal setting and social supports. Executive function strategies used in the classroom include self-monitoring, rubrics, teachers modeling academic tasks and help signaling. 

 

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

 Professional Development sessions focus on standards-based planning and instruction. With greater knowledge and a deeper understanding of standards based instruction, teachers can implement Tier 1 strategies in the classrooms for all students. 

 

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?

To provide students with balanced literacy the following intervention programs and supplemental resources and/or materials are used: 

Grade 6 - Collections, Vocabulary.com, Poetry Selections, Achieve3000, USA Test Prep and Informational Texts in science and Social Studies 

Grade 7- Collections, Novels(Novel Study), Poetry Selections, ? Vocabulary.com, Achieve3000, USA Test Prep and Informational Texts in science and Social Studies 

Grade 8 - Collections, Novels(Novel Study), Poetry Selections,  Vocabulary.com, Achieve3000 and USA Test Prep and Informational Texts in science and Social Studies

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
In PLCs, teachers will work in grade level teams to plan lessons and activities, share data results, instructional resources, and to discuss remediation and enrichment activities. The following resources will be utilized for instruction and learning: ELA SharePoint, Achieve3000, Vocabulary.com and USA Test Prep. Shaante Collie 5/6/2019 Professional development sessions scheduled monthly. $0.00

BPIE Files

File Name Uploaded Date
3871_11022017_3871_10252016_BPIE_2015_WGMS.pdf 11/6/2018