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

Dania ES (0101)

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

0101ELAK

Wednesday

3rd

8/22/2018 - 5/22/2019

2:00 PM - 3:00 PM

0101ELA1

Tuesday

3rd

8/21/2018 - 5/22/2019

2:00 PM - 3:00 PM

1

0101ELA2

Monday

3rd

8/20/2018 - 5/22/2018

2:00 PM - 3:00 PM

2

0101ELA3

Wednesday

3rd

8/22/2018 - 22019-05-21

2:00 PM - 3:00 PM

3

0101ELA 4-5

Tuesday

3rd, 5th

8/21/2018 - 5/15/2019

2:00 PM - 3:00 PM

4, 5

0101Math 4-5

Tuesday

3rd

8/21/2018 - 5/15/2019

2:00 PM - 3:00 PM

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

73

35.60

1.40

0.00

27.40

12.30

01

98

19.40

0.00

0.00

31.60

5.10

02

91

19.80

0.00

0.00

25.30

2.20

03

104

16.30

1.90

0.00

21.20

2.90

04

98

21.40

1.00

0.00

16.30

3.10

05

87

17.20

0.00

0.00

14.90

2.30

 

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

Utilizing the Intervention Decision Tree, all students are administered in Grades K-3 are administered the Benchmark Assessment System(BAS) early in the school year to determine their literacy level. Students in Grades 4 and 5 that scored Level 1 and 2 on the FSA ELA are also administered the BAS to determine their needs.  Small groups for intervention are determined based on the analyzed data. Based on early warning indicators, 26% of 5th graders and 33% of 4th graders for the 2017-2018 school year scored level 1 in ELA or Math. Progress monitoring is conducted on regular schedule with a set of expectations for each grade level. Students not meeting expectations /proficiency receive interventions based on the MTSS/RtI model of tiers of support.
 
Classroom teachers have a variety of resources to provide instruction during Literacy period. School wide implementation of the MTSS/RtI  3 Tier Model ensures that all students receive instruction and supplemental instruction at their level with fidelity.  Staff are trained in how to deliver and score assessments used to determine the students independent, instructional and frustrational level. Progress monitoring is conducted bi-weekly using Standards Mastery tests, iReady assessments, and chapter tests.

The Core Literacy Instruction, for Tier 1 instruction, is presented to all students, using Journey's Basal Readers. Instruction is presented in a whole group learning session. Supplemental materials for Core instructions include NewsELA, Scholastic News,and iReady.  Students also participate in small group lessons based on their BAS reading levels and iReady diagnostic information. These groups  work on the targeted literacy skills that the students need to stregthen. Supplemental materials such as Leveled Readers, Write in Reader are provided to help the student improve decoding and comprehension skills. Bi-weekly assessments determine growth and improvement. The teacher and MTSS Team meet to compare the intervention data to the baseline data to determine whether the desired change is occurring. The data is analyzed to determine whether the student is making progress toward meeting the goal determined in the intervention plan.

Tier 2 intervention occurs when the data does not show growth and progress toward the established goals.  Supplemental materials such as Phonics for Reading and Words Their Way are provided in an additional small group setting. For example:  20 minutes of additional reading instruction per day, 2-3 days. Data is collected  bi-weekly to determine if progress toward the goal is achieved.

Tier3 intervention occurs when the student continues to fail to make progress toward the goal. An additional 20 minutes of intensive instruction is recommended using additional supplemental personnel and materials such as Reading Resource push-in instruction. Data is collected weekly to determine progress.
The ESE Support Facilitator provides ESE students with daily literacy support utilizing a variety of instructional text. Materials such as Wilson Reading System, Words Their Way, Leveled Readers, and Smile are implemented daily for 30 minutes in a small group setting. Progress monitoring is conducted weekly.

Students receiving interventions are routinely monitored by the MTSS Team. The teacher is requested to produce intervention data collected over a period of 6 weeks, to the team and the parents at a scheduled meeting. At that time, it is determined if the student is making significant progress toward the goal.
 
 Students vary in the way they learn and process information. The Universal Design for Learning provides for student differences. Some grasp information quicker or more efficiently through visual or auditory modalities rather than printed text. Therefore, our teachers utilize a variety of methods to present material. Lessons are presented via projectors, videos, or read alouds.   Research shows that learning, and transfer of learning, occurs when multiple means of presentation are used because they allow students to make connections in a way that suits their learning styles.

Students are also afforded the opportunities to demonstrate what they know in a variety of ways. Opportunities such as journals, group projects, flash cards, and white boards are used as means to participate in classroom instruction.

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Wednesday

1st, 2nd, 3rd, 4th

9/5/2018 - 182019-05-29

8:30 AM - 1:30 PM

 

School Counseling Plan File

File Name Upload Date

Dania-ES-ASCP.pdf

10/18/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

DaniaSELplan.pdf

11/20/2018

 


 

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

Feb_SACAgendaMinSignin.pdf

March

Developed

3/19/2019

JAN_AgendaMinutesSignin.pdf

March

Developed

3/19/2019

DaniaElem2019Mid-Year-Reflection.pdf

February

Developed

2/1/2019

DecAPlusAgenda_Signin_min_proposals_vote.pdf

December

A+ Funds

1/16/2019

Nov_SACmin.pdf

November

Developed

12/20/2018

Nov_SACSAFsigninsheets.pdf

November

A+ Funds

11/9/2018

Sept_SAFAgernda.pdf

November

Monitored

11/7/2018

Oct_SAFAgenda.pdf

November

Monitored

11/7/2018

SAFAgenda_October.pdf

November

Monitored

11/7/2018

Oct_SACAgenda.pdf

November

Monitored

11/7/2018

Nov_SAFAgenda.pdf

November

Monitored

11/7/2018

Nov_SACAgenda.pdf

November

A+ Funds

11/7/2018

SAC_SeptAgenda2018_19.pdf

November

Monitored

11/7/2018

CompositionReport.pdf

November

Monitored

11/2/2018

SAFSigninSeptember.pdf

November

Monitored

11/2/2018

SAC_signinSeptember.pdf

November

Monitored

11/2/2018

SAF_SeptAgenda2018_19.pdf

November

Monitored

11/2/2018

SAC&SAFdates2018_19.pdf

October

Monitored

10/24/2018

SAF-Bylaws.docx

October

SAF ByLaws

10/24/2018

SAC-By-Laws.doc

October

SAC ByLaws

10/24/2018

SACSeptembermin&Dates.pdf

October

Monitored

10/18/2018

 


 

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?

Dania Elementary's Florida Standards Assessment results shows 53% of the third-grade students are proficient, 41% of the fourth graders are proficient, and 49% of the fifth grade students are proficient in the English Language Arts standards. In math, 54% of third grade are proficient, 66% for the fourth graders and 78% of the fifth graders are proficient in the Math Florida Standards. By analyzing the most recent FSA data, the content area that will be our focus for improving student achievement for the 2018-2019 school year is English Language Arts (ELA) Classroom teachers analyzed previous FSA data fo determine to learn targets and goals. Professional Learning Communities (PLC),  have been implemented based on those goals.  A professional development plan has been initiated, based on FSA Standards, to implement the use of grade level IFC (instructional Focus Calendar) which was designed based on student needs. This allowed grade level teams to follow a scope and sequence to effectively research, discuss, and plan instruction throughout PLC Meetings. Classroom teachers have created SMART goals focusing on student achievement in ELA.  iReady diagnostics will be administered to all students and each student will utilize iReady on a daily basis to meet goals based on their individual needs. BAS will be administered quarterly to monitor the growth of individual students, classes and grade level. Adjustments in-class instruction will be determined by the results of assessments. BSA administered in January will also assist teachers in focusing and reteaching areas of weakness based on results.

 

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 Dania Elementary will use to scale-up and improve teaching and learning in order to increase performance within the SES Band is an Embedded high-quality RTI Process. The goal or purpose of this best practice is use student academic and/or behavior information to better identify students with learning or behavior needs in order to give students the necessary supportive interventions that will maximize their full potential and learning.
Teachers will receive training through PD (Professional Development) on the utilization and implementation of targeted interventions. 

 

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

The BEST Practice Dania Elementary will use to scale-up and improve teaching and learning in order to increase performance within the SES Band is to follow a Comprehensive MTSS/RTI/CPST Action Plan that focuses on making the MTSS/RTI/CPST process better by making sure all classroom teachers understand the logistics of the MTSS Framework, the purpose of the framework, how the framework will be utilized at Hollywood Central, and creating a RTI/MTSS Stakeholders Quarterly Survey to ensure the process is working effectively. 

 

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

Dania Elementary specific school-level progress monitoring data is collected at the district and school level through the BASIS 3.0 Data System in order to track student's progress toward the district goals. At the elementary level, the computer adaptive STAR Early Literacy assessment is administered to all kindergarten students to identify early literacy skills during the first 30 instructional school days. This data is automatically uploaded in the Progress Monitoring and Reporting Network (PMRN) where it is used as baseline data to inform early literacy strengths and weaknesses. Kindergarten students are also administered Letter Names, Letter Sounds, and Concepts of Print assessments quarterly for additional literacy progress monitoring. 

In addition, classroom teachers also administer the Benchmark Assessment System (BAS) to diagnose and monitor students’ progress towards meeting grade-level reading proficiency in grades K-3 and for struggling readers (scoring a level 1 or 2 on FSA) in grades 4-5. Classroom teachers in grades K-5 administer the Benchmark Assessment System (BAS) to determine the students' independent, instructional, and frustration reading levels where the data is inputted into BASIS 3.0 three (3) assessment periods per year.

Moreover, English Language Learners (ELL) participate in the same progress monitoring assessments in grades K-12. The Idea Proficiency Test (IPT) is administered to ELL's to monitor English Language proficiency. The English Language Learner (ELL) data is transferred to a software platform system called ELLevation. This assessment is administered to ELL students quarterly. 

Students with disabilities also participate in the same progress monitoring assessments as their peers in grades K-12. 
Students who have significant cognitive disabilities also participate in Access Points aligned to grade-level Florida Standards. The students' progress is measured through curriculum-based assessments. This data is updated into EasyIEP and communicated to parents thoroughly.

Students also will participate in I-Ready diagnostic assessments three times a year. The data will be tracked and recorded in order to progress monitor their progress. 

 

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

Dania Elementary ensures the fidelity of students not progressing towards the school and district goals by conducting weekly informal or formal classroom observations to ensure classroom instruction is fully aligned to the Florida Standards. The Strategic Initiative Management (SIMs) document is a rubric and a tool used to effectively increase the development of high-quality lessons and units of study that is aligned to the Florida Standards. As administration and the Leadership Team collects observtional data, the goal of this data is to identify which classroom teachers would benefit from attending professional development courses in order to support high-quality instruction that will lead to an increase of effective best practices and student academic achievement.

 

 

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)?

Dania Elementary ensures 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) by incorporating the Broward County's District Literacy Field Guide for educators to use the Universal Design for Learning (UDL) for instructional planning and delivery to increase meaningful access and reduce barriers to learning for all students with a variety of learning needs or learning styles. Dania Elementary also ensures core and supplemental resources meets universal design principles that provides three important components: multiple means of action and expression, multiple means of presentation and usability, and multiple means of engagement.




 

 

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

To ensure Tier 1 instruction is being implemented properly, teachers will plan all lessons with the State standards at the core. Teachers will make sure the content of their lessons work towards the rigor of the standard. During PLC meetings, teachers will review lessons, student work, and assessment data to ensure the work students are producing is at the correct level of the standard.

 

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?

Dania Elementary ensures our students have access to a balance of literary and informational text through a process of curriculum review. The Reading coach will assess the curriculum needs of our school and then purchase the needed materials with budgetary funds. The texts used for our core instruction comes from Title 1 Scholastic books for small group reading in ELA and Social Studies. In addition to using texts from core, supplemental, and intervention programs, Dania Elementary will ensure students have access to informational text for each content area in a variety of mediums by organizing a Scholastic Reading Leveled Library also including Journeys, HMH so that teachers can select appropriately leveled text for students to read in small guided groups. When selecting books, teachers must consider the following information: the selection must be on the students' instructional level, the selection must be interesting to the student, and the selection must fit within the students' reading teaching targets. 

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Focusing on the continuous improvement model Dania Elementary will use research-based accepted best practices, which align with student achievement needs. These practices will be shared during PLC, coaching and MTSS meetings. We will insure student progress by tracking data and changing instruction when needed. Administration 5/30/2019
Our school has began several initiatives to increase parental involvement, student achievement. Dania Elementary has planned family nights to engage all stakeholders in collaborative activities. Community partners will be included in the process. Administration 5/30/2019
Students identified as needing Tier 2 and 3 interventions receive daily double and triple dose of targeted instruction utilizing interventions from the District's Struggling Reader and Math Charts. The Reading interventions include Journeys Write in Reader, English Language Learner Resources, Literacy Tool Kit, Leveled Literacy Intervention (LLI). The Math interventions include the Go Math Strategic Intensive Guide, Go Math Intensive Intervention Skill Packs, Engage NY, Learnzillion, Khan Academy, Tenmarks, BSA assessments. MTSS team 5/30/2019
In order to ensure classroom instruction is aligned to grade-level Florida Standards, our teachers and administration participate in Authentic PLCs. During our PLC time, we analyze data and ensure that the curriculum is aligned to the standards. Administration 5/30/2019

BPIE Files

File Name Uploaded Date
BPIE_2018.pdf 10/24/2018
0101_10262017_0101_09272016_BPIE.pdf 10/18/2018