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 |
Riverland ES (0151) |
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 |
0151_ELA_K |
Monday Tuesday Thursday
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1st, 2nd, 3rd, 4th
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8/8/2018 - 5/15/2019
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2:00 PM - 3:00 PM
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K
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0151_ELA_1st |
Monday Tuesday Thursday
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1st, 2nd, 3rd, 4th
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8/8/2018 - 5/15/2019
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2:00 PM - 3:00 PM
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1
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0151_ELA_2nd |
Monday Tuesday Thursday
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1st, 2nd, 3rd, 4th
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8/8/2018 - 5/15/2019
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2:00 PM - 3:00 PM
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2
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0151_ELA_3rd |
Monday Tuesday Thursday
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1st, 2nd, 3rd, 4th
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8/8/2018 - 5/15/2019
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2:00 PM - 3:00 PM
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3
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0151_ELA_4th |
Monday Tuesday Thursday
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1st, 2nd, 3rd, 4th
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8/8/2018 - 5/15/2019
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2:00 PM - 3:00 PM
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4
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0151 ELA 5th |
Monday
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1st, 2nd, 3rd, 4th
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8/8/2018 - 5/15/2019
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2:00 PM - 3:00 PM
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5
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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 |
KG |
90 |
23.00
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1.00
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0.00
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N/A
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0.00
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01 |
91 |
17.00
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2.00
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0.00
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0.00
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1.00
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02 |
85 |
13.00
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0.00
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0.00
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0.00
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0.00
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03 |
112 |
17.00
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1.00
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0.00
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33.00
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3.00
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04 |
88 |
12.00
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0.00
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0.00
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34.00
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3.00
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05 |
92 |
18.00
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0.00
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0.00
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36.00
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1.00
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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.
Riverland Elementary employs various intervention strategies in order to improve the academic performance of students identified by the Early Warning Indicators. In accordance with the Identification/Intervention Decision tree chart, all students kindergarten through third are administered the Benchmark Assessment System (BAS) quarterly. Fourth and fifth grade students who score a Level 1 or Level 2 on ELA FSA are also assessed quarterly via the Benchmark Assessment System (BAS). Students reading below grade level according to grade-specific Progress Monitoring Plan (PMP) criteria, will receive intensive intervention via individualized reading instruction specific to their needs. These fourth through fifth grade students are also provided with Extended Learning Opportunities (ELO) when available, wherein students will receive additional hours per week of small group individualized instruction. Riverland Elementary also employs intervention strategies regarding attendance. Our school BTIP team contacts parents for a meeting when students have excessive absences. Parents are informed of the impact excessive absences have on academic achievement and then given the opportunity to excuse absences by providing documentation. Students' attendence is continuously monitored and when necessary, parents are provided resources to improve their child's attendance.
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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
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8/8/2018 - 5/15/2019
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11:30 AM - 2:00 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
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, the content area in need of most improvement is ELA lowest quartile. While Riverland Elementary's overall ELA proficiency increased by 8 percent and math proficiency increased by 3 percent, the lowest quartile learning gains in math content area showed a decrease by twenty percent for 2017-2018. This data demonstrates that this content area needs to be focused on for improvement with focused attention on the lowest quartile.
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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 BEST Practice that will be implemented to improve teaching and learning is the continuous implementation of Balanced Literacy with a focus on Shared Reading. Additionally, we will continue to implement Interactive Read-alouds and Small Group Guided Reading instruction. This practice will be scaled up for all grade levels. The implementation of Instructional Focus Calendars (I.F.C.) will continue to be a BEST Practice that will be scaled up. This implementation allows the continuous enrichment and remediation of standards-based instruction.
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Describe in detail how the BEST Practice(s) will be scaled-up.
This BEST Practice will be scaled up through our C.A.R.E. meetings, along with professional development that will focus on effective student center work analysis and support facilitation. Teachers may also work collaboratively to observe implementation of centers in different grade levels.
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What specific school-level progress monitoring data is collected and how often?
The Benchmark Assessment System (BAS) is administered quarterly to students in grades kindergarten through fifth. The results are used to design lessons that will enhance students' areas of weakness.
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How does the school ensure the fidelity of students not progressing towards school and district goals?
The school ensures the fideltiy of students not progressing towards school and district goals by providing a common planning time for teachers to analyze student data, share best practices, and collaborate on developing lessons that are aligned to the Florida State Standards. This time is also used to identify resources to use during small group guided reading. Teachers track students' progress as they work towards meeting set goals.
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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 lessons are data driven. After analyzing the student data teachers develop lessons to fit the needs of the various learning styles of their students. Teachers conference regularly with students to set goals for success, give feedback on assignments, and remediate in a small group setting. Students are allowed felixble work space through independent learning centers as well as through the use of technology. Riverland provides teachers with a common planning time so that they can share best practices and develop effective lessons for their students.
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How does the school ensure Tier 1 Standards-Based classroom instruction is being implemented properly and effectively?
Riverland ensures Tier 1 Standards-Based classroom instruction is being implemented propery and effectively through the implementation of the Balanced Literacy program. This ensures that all components of literacy are being addressed throughout the day. We provide a diverse range of materials to fit the various learning styles of the students to foster critical thinking skills.
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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?
The core text used for each grade level is Journey's. The Journey's text covers all components of the Balanced Literacy along with leveled readers for small group instruction. Journey's is also equipped with a toolkit that includes flashcards, vocabulary cards, and writing materials. Our supplemental texts include the scholastic readers housed in our resource room for grades kindergarten through fifth and leveled scholastic readers for each classroom library. In addition to the scholastic readers, we use the social studies independent readers. The students also use technology resources such as i-ready and Science-4us to enhance lessons previously implemented. For the primary grades (K-2), Fundations has been adopted to increase phonics skills.
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Please complete this section based on 2018-2019 end-of-year results. Instructional Implications: Discuss the success of specific strategies/activities and provide a rationale as to why those academic improvements occurred as a result of those strategies.
Riverland Elementary will continue to focus on our lowest quartile as it relates to English Language Arts. We will strengthen our small group guided reading instructional practice to increase the proficiency of our lowest quartile students.
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Strategies & Activities
Strategies |
Persons responsible |
Deadline |
Professional Development |
Budget |
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The teacher explicitly models the skills of proficient readers, including reading with fluency and expression through shared reading. |
All classroom teachers K-5, Support staff, and Administration |
6/7/2019
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Literacy department will be providing school based professional development. |
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BPIE Files