Select School Year |
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School Improvement Plan (SIP) |
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The School Improvement Plan (SIP) is a live document that is subject to change based on School Advisory Council (SAC) recommendations.
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School Name |
South Broward HS (0171) |
School Year |
2018 - 2019 |
School Grade
(2017 - 2018) |
C |
Executive Summary |
Download/View Executive Summary
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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.
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PLC Name |
Day(s) of Week |
Week(s) of Month |
Start/End Dates |
Start/End Times |
Grade |
Literacy Through the Arts |
Thursday
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1st, 3rd
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8/7/2019 - 6/3/2020
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11:45 AM - 2:45 PM
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9, 10, 11, 12
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Canvas for Foreign Language |
Thursday
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1st, 3rd
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8/8/2018 - 6/5/2019
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11:45 AM - 2:45 PM
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9, 10, 11, 12
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Strategies for Diverse Populations |
Thursday
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1st, 3rd
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8/8/2018 - 6/5/2019
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11:45 AM - 2:45 PM
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9, 10, 11, 12
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ELA 9-12 |
Thursday
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1st, 3rd
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8/8/2018 - 6/5/2019
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11:45 AM - 2:45 PM
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9, 10, 11, 12
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Canvas, Technology |
Thursday
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1st, 3rd
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8/8/2018 - 6/5/2019
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11:45 AM - 2:45 PM
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9, 10, 11, 12
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Marine Magnet |
Thursday
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1st, 3rd
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8/8/2018 - 6/5/2019
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11:45 AM - 2:45 PM
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9, 10, 11, 12
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Critical Pedagogy and Critical Literacy |
Thursday
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1st, 3rd
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8/8/2018 - 6/5/2019
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11:45 AM - 2:45 PM
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9, 10, 11
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Literacy Through the Arts |
Thursday
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1st, 3rd
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8/8/2018 - 6/5/2019
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11:45 AM - 2:45 PM
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9, 10, 11, 12
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CTACE/CAPE |
Thursday
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1st, 3rd
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8/8/2018 - 6/5/2019
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11:45 AM - 2:45 PM
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9, 10, 11, 12
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Physical Science |
Thursday
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1st, 3rd
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8/8/2018 - 6/5/2019
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11:45 AM - 2:45 PM
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9, 10, 11, 12
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PASL |
Thursday
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1st, 3rd
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8/8/2018 - 6/5/2019
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11:45 AM - 2:45 PM
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9, 10
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Cambridge |
Thursday
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1st, 3rd
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8/8/2018 - 6/5/2019
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11:45 AM - 2:45 PM
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9, 10, 11, 12
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US History |
Thursday
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1st, 3rd
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8/8/2018 - 6/5/2019
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11:45 AM - 2:45 PM
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11
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Biology |
Thursday
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1st, 3rd
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8/8/2018 - 6/5/2019
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11:45 AM - 2:45 PM
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10
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Geometry |
Thursday
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1st, 3rd
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8/8/2018 - 6/5/2019
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11:45 AM - 2:45 PM
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9, 10, 11, 12
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Algebra 1 |
Thursday
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1st, 3rd
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8/8/2018 - 6/5/2019
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11:45 AM - 2:45 PM
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9, 10, 11, 12
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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.
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Graduation/College and Career Readiness (Early Warning Indicators)
| Data For: 2017-2018 (Last updated: 9/18/2019) |
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 |
602 |
156.00
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132.00
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129.00
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216.00
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240.00
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10 |
677 |
190.00
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125.00
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124.00
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261.00
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311.00
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11 |
608 |
241.00
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77.00
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143.00
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156.00
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203.00
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12 |
529 |
282.00
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50.00
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80.00
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59.00
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136.00
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Describe all intervention strategies employed by the school to improve the academic performance of students identified by the early warning system.
Initially at the beginning of the school year, teachers review their rosters via BASIS and identify students considered at-risk. Teachers are the initial step in the monitoring of student academic progress. Any decline in performance will be addressed by parent contact, collaboration with teachers, consultation with Guidance, and data chats with Administration. Initial interventions are scheduling of students, classroom seating assignment, peer tutor (MTL, NHS), after school tutoring, remediation assignments, and extended Media Center hours (before and after school). If the strategies mentioned above are found to be ineffective, more intensive interventions may include an adult mentor, weekly/daily progress report, small-group pullouts, credit recovery options, Social Worker Referrals, and Family Counselor Referrals.
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RtI Team Meeting Schedule
Day(s) of Week |
Week(s) of Month |
Start/End Dates |
Start/End Times |
Wednesday
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1st, 2nd, 3rd, 4th, 5th
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9/17/2018 - 5/29/2019
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9:45 AM - 2:40 PM
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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.
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Self-Assessment Ratings
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| Accreditation Standard |
Overall Rating |
| Purpose and Direction |
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| Governance and Leadership |
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| Teaching and Assessing for Learning |
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| Resources and Support Systems |
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| Using Results for Continuous Improvement |
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Explain the activities in which your school will participate to increase your overall rating. Include specific details.
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No Evidence/Artifacts
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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.
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SAC Upload Center
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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.
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Goals
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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 by the SES band data and FSA Algebra 1, and Geometry, and Biology EOC data, Mathematics will be the focus for improving student achievement. According to the SES band data, the lowest area of academic achievement was in Mathematics with 32% Satisfactory or Higher, 34% Learning Gains, and 31% Learning Gains for Low 25%.
By May 2019, Mathematics will increase by 5% proficiency in learning gains.
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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?
The following BEST Practices will be scaled-up to improve teaching and learning in order to increase performance within the SES Band:
- Professional Learning Communities (PLC)
- After School Tutoring and Academic Advancement (AA) Camp
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Describe in detail how the BEST Practice(s) will be scaled-up.
Professional Learning Communities (PLCs) will be better aligned to homogeneously represent specific subject areas within Mathematics (Algebra 1, Geometry, College Readiness). PLCs will utilize CARE, aligning common assessments with EOC assessed standards, and remediate/enrich students appropriately. Mathematics PLCs will focus on utilizing the 90 minute block for effective instruction, modeling effective lesson plans, and remediation/enrichment based on common assessment data.
After School Tutoring will begin in September where students will be provided with individualized remediation or enrichment in their specific subject area of Mathematics. Academic Advancement (AA) Camps will focus on test preparation for Algebra 1, Geometry EOC assessments. AA Camp curriculum will focus on remediating/enriching assessment standards based on CARE common assessment data.
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What specific school-level progress monitoring data is collected and how often?
School-level progress monitoring data will be collected throught Department PLC's. Each Department must subit common assessment scores throught the department PLC meetings. The department meetings occur monthly. Each department conducts a data chat with the supervising administaor to disaggragte the data.
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How does the school ensure the fidelity of students not progressing towards school and district goals?
South Broward will ensure the fidelity of students not progressing towards school and district goals through pull outs and push ins. Once students who are not progressing towards school and district goals identified, they are placed in the push in/pull out initiative. During the push in/pull out sessions students will be remediated on deficeient subject content that has been idenrified by common assessment data. Push in/pull out session are held during a students persaonilization period.
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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 classroom instruction is accessible to a full range of learners using Universal Design for Learning (UDL) for effective instructional design (planning) and delivery (teaching) through professional development sessions. During teacher selected professional development they would receive all knowledge required to ensure that the UDL, planning, and teacing processes are accessible to all learners within the classroom.
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How does the school ensure Tier 1 Standards-Based classroom instruction is being implemented properly and effectively?
The school ensures that Tier 1 Standards-Based classroom instruction is being implemented properly and effectively through classroom observations, RTI, Professional Learning Community CARE Cycle data, quarterly teacher data chats, teacher lesson plans, and formal and informal student assessment data.
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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?
Texts used for core, supplemental, and intervention programs include but are not limited to:
Grade 9-10
- EDGE B and C (Core Textbooks)
- USA Test Prep
- Commonlit
- No Red Ink
- Newsela
- Vocabulary.com (Supplemental)
Grade 11-12
- Advancing/Advanced Reading Skills (Core Textbooks)
- Advancing and Advanced Vocabulary (Core Textbooks)
- SAT Collegeboard
- ACT Princeton Review
- Commonlit
- USAtestprep
- Khan Academy
- No Red Ink Newsela
- Vocabulary.com(Supplemental)
The school ensures that students have access to a balance of literary and informational text in a variety of mediums by implementing reading across the curriculum through all departments including vocational courses. The literacy coach and media specialist works with each department to pull a variety of literary resources in a variety of mediums applicable to their subject area/course.
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Strategies & Activities
| Strategies |
Persons responsible |
Deadline |
Professional Development |
Budget |
| Tutoring and Academic Advancement Camp |
Stefanie Itzkowitz |
6/3/2019
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$30,000.00
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| Professional Learning Communitites |
Stefanie Itzkowitz |
6/3/2019
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$4,800.00
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BPIE Files