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

Deerfield Beach ES (0011)

School Year

2018 - 2019

School Grade
(2017 - 2018)

D

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

ELA/Math

Monday

1st, 3rd

8/27/2018 - 5/20/2018

2:15 PM - 3:00 PM

Pre K, K, 1, 2, 3, 4, 5

 


 

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

104

28.80

2.90

0.00

42.30

16.30

01

102

17.60

2.00

0.00

37.30

10.80

02

103

12.60

1.90

0.00

36.90

8.70

03

97

8.20

1.00

0.00

28.90

4.10

04

122

7.40

0.80

0.00

32.00

4.10

05

103

9.70

0.00

0.00

32.00

3.90

 

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

School level progress is monitored through a variety of different diagnostic and summative assessment tools including quarterly BAS, instructional cycles based on standards with School City Assessments (literacy), quarterly School City Assessments (math), monthly writing prompts, and chapter math assessments.  Teachers also utilize individual observations and keep notes during their guided reading groups. 
In Literacy, staff implement a variety of instructional materials.  Core materials include our leveled guided reading book room where we house thousands of titles that are leveled based on student BAS levels.  Teachers also have a large collection of books for whole group balanced literacy instructional methods.  We utilize multiple intervention programs for grade levels based on individual and small groups of needs.  These programs include Fundations, Just Words, Phonics for Reading, LLI, and strategic skills and strategy instruction using complex text for comprehension. Supplemental materials include Readworks, ZOOM-In, Storyworks, and Newsela programs.  DBES also utilizes iReady and Myon as an online programs that are used as a reading center and as homework as a supplemental reading program.
In Math, DBES utilizes components of the Go Math series and Engage New York based on the standards and the needs of the students.  We utilize Reflex Math and Xtramath.org, two online math fluency programs, as both supplemental and intervention programs.  We also utilize the GO Math intervention materials as a Tier 2 and Tier 3 intervention.  Teachers utilize the online component of Science Scopes and the leveled readers from the new Social Studies adoption and integrate them into their literacy blocks to ensure students are instructed on the grade level standards.
DBES has created a positive and strong MTSS-RTI culture based on simple expectations grounded in continuous monitoring.  At DBES, administration utilizes both formative and summative data to ascertain where large & small group trends are and teachers use the same information to concentrate on individuals. DBES placed a premium on initial data collection at the beginning of the year, gathering all of our needed BAS scores amongst other diagnostic data to determine initial needs of our students and to build the necessary interventions. Each intervention has a built in weekly data pull that is monitored over the course of the weeks to determine next steps. This information travels with students with progress monitoring folders.  This tool stays with them as they move from grade level to grade level. Our school has scheduled out monthly RTI meetings for each grade level and continuously bring up students to discuss.  Students are brought up by both teachers and administration based on the data we review and see.
DBES utilizes the Balanced Literacy Approach which ensures that all students are getting instructed in the LAFS and MAFS standards.  Through Interactive Read Alouds, Shared Reading, Guided Reading, and Independent reading students are receiving instruction in reading skills and strategies, thinking processes, utilizing Thinking Maps when appropriate.  Teachers incorporate checklists and rubrics to provide students with the opportunity to reflect on their leaning and set goals based on what is needed obtain what is needed for mastery In all subject areas, teachers utilize a variety of anchor charts, and technology such as the Recordex, laptops, document cameras. 

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Monday

10/8/2018 - 5/15/2019

8:30 AM - 2:30 PM

 

School Counseling Plan File

File Name Upload Date

Guidance-Plan-.pdf

10/4/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

DBES-SEL-Action-Plan-1819.docx

11/27/2018

 


 

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.

 

Evidence/Artifacts

Standards and Indicators

File Name

Standards & Indicator

Upload Date

2018-eProve-Parent-Survey.pdf

10/16/2018

2018-eProve-Staff-Survey.pdf

10/16/2018

2018-eProve-Staff-Survey.pdf

10/16/2018

 

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

SAC-Oct-Meet-with-minutes-.pdf

October

SAC ByLaws

10/30/2018

SAC-SAF-meeting-dates-1819.pdf

October

SAC ByLaws

10/30/2018

SAC-Committee-Membership-18-19.pdf

October

SAC ByLaws

10/30/2018

SAC-ByLaws-2018-2019.pdf

October

SAC ByLaws

10/30/2018

 


 

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.

BPIE Files

File Name Uploaded Date
0011_10202017_DEERFIELD-BEACH-ES-BPIE.pdf 10/16/2018