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

10/18/2018

 


 

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

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?

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?

Students have the opportunities to access informational text through a variety of sources. Teachers will receive training through PD (Professional Development) on the utilization and implementation of NewsELA. NewsELA is an internet database of  differentiated nonfiction reading across grade levels. Teachers will be utilizing Scholastic News both in print and digital format to access non-fiction selections. Grades 3-5 will receive LAFS (Language Arts for Florida Standards) test prep books for daily use. Mastery tests will be given bi-weekly to determine growth or need to reteach content. A Literacy Room has been developed containing fiction and non-fiction text which covers the content areas for teachers to check out for use in classrooms in small groups.

 

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

Based on SES Band Data, Literacy will be the focus for improving student achievement. 
This area was selected due to our student underperformance in this area as compared to the other schools in our SES band.

 

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

The  BEST Practices that will be implemented and or scaled up to improve teaching and learning will include: School-wide as well as grade level  PLCs focusing on Literacy. All teachers will progress monitor their students on a regular basis, bi-weekly, utilizing iReading results and bi-weekly or weekly assessments.
 Grade levels will participate in Data Chats with the Leadership Team each quarter. Strengths and challenges of students will be discussed and additional strategies will be suggested and implemented to enhance academic growth.
ESE students will receive additional literacy supports from the ESE Support Facilitator daily utilizing the push-in or pull-out model as determined by needs.
Lowest quartile students will receive daily literacy intervention from the Reading Resource Teacher via a push-in model.
The Literacy Coach works with small groups of students in Grade 3 and 5 to support and improve their literacy skills.
ELL students meet with our ESOL Resource Teacher to improve vocabulary and comprehension skills
After school Reading/Literacy camps for 3-5th grade students will be started. Students will be selected to participate based on FSA, BAS and iReady levels.

 

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

To ensure the fidelity of our students not progressing towards targeted goals the school uses best practices of identifying the students in need, ensuring they are in the MTSS process. We also ensure instruction matches their level of need, be it Tier 1,2 or 3. Progress monitoring data chats are continuous and instruction along with interventions are adjusted based on student performance. 

 

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)?

To ensure all classroom instruction is accessible to a full range of learners, teachers will use UDL considerations as they plan their lessons. All grade levels will bring UDL principals into their lesson plans and PLC meetings. 

 

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. 

 

 

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