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

Riverland ES (0151)

School Year

2018 - 2019

School Grade
(2017 - 2018)

C

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

0151_ELA_K

Monday
Tuesday
Thursday

1st, 2nd, 3rd, 4th

8/8/2018 - 5/15/2019

2:00 PM - 3:00 PM

K

0151_ELA_1st

Monday
Tuesday
Thursday

1st, 2nd, 3rd, 4th

8/8/2018 - 5/15/2019

2:00 PM - 3:00 PM

1

0151_ELA_2nd

Monday
Tuesday
Thursday

1st, 2nd, 3rd, 4th

8/8/2018 - 5/15/2019

2:00 PM - 3:00 PM

2

0151_ELA_3rd

Monday
Tuesday
Thursday

1st, 2nd, 3rd, 4th

8/8/2018 - 5/15/2019

2:00 PM - 3:00 PM

3

0151_ELA_4th

Monday
Tuesday
Thursday

1st, 2nd, 3rd, 4th

8/8/2018 - 5/15/2019

2:00 PM - 3:00 PM

4

0151 ELA 5th

Monday

1st, 2nd, 3rd, 4th

8/8/2018 - 5/15/2019

2:00 PM - 3:00 PM

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: 8/7/2019)

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

25.60

1.10

0.00

N/A

0.00

01

91

18.70

2.20

0.00

N/A

1.10

02

85

15.30

0.00

0.00

N/A

0.00

03

112

15.20

0.90

0.00

30.30

13.40

04

88

13.60

0.00

0.00

40.50

18.20

05

92

19.60

0.00

0.00

41.90

13.00

 

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. 

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Wednesday

1st, 2nd, 3rd, 4th

8/8/2018 - 5/15/2019

11:30 AM - 2:00 PM

 

School Counseling Plan File

File Name Upload Date

18-19-RES-AnnualSchool-Counseling-Plan.pdf

10/18/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

0151_18-19-RES-SEL-Action-Plan.docx

11/30/2018

 


 

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

0151_RiverlandMinutes_042519.pdf

May

Monitored

5/8/2019

0151_RiverlandAgenda_042519.pdf

May

Monitored

5/8/2019

0151_RiverlandAgenda_042519.pdf

May

Monitored

5/8/2019

0151_RiverlandMinutes_031319.pdf

April

Monitored

4/24/2019

0151_RiverlandMinutes_022019.pdf

April

Monitored

4/24/2019

0151_RiverlandMinutes_011619.pdf

April

Monitored

4/24/2019

0151_RiverlandAgenda_041719.pdf

April

Monitored

4/24/2019

0151_RiverlandAgenda_022019.pdf

April

Monitored

4/24/2019

0151_RiverlandAgenda_031319.pdf

April

Monitored

4/24/2019

0151_RiverlandAgenda_011619.pdf

March

A+ Funds

3/1/2019

Riverland-(0151)-Mid-Year-Reflection-2018-2019-.pdf

January

A+ Funds

1/31/2019

0151_Riverland_SAF_SignIn_011619.pdf

January

Developed

1/31/2019

0151_Riverland_SAC_SignIn_011619.pdf

January

Developed

1/31/2019

0151_RiverlandMinutes_120518.pdf

December

Developed

1/11/2019

SAF-Bylaws.pdf

January

SAF ByLaws

1/8/2019

0151_Riverland_SAC_SignIn_120518.pdf

December

Developed

12/18/2018

0151_RiverlandMinutes_111418.pdf

November

Approved

12/14/2018

0151_RiverlandMinutes_101018.pdf

October

Approved

12/14/2018

0151_RiverlandMinutes_091218.pdf

September

Approved

12/14/2018

0151_RiverlandAgenda_120518.pdf

December

Developed

12/14/2018

0151_RiverlandAgenda_111418.pdf

November

Approved

12/14/2018

0151_RiverlandAgenda_101018.pdf

October

Approved

12/14/2018

0151_RiverlandAgenda_091218.pdf

September

Approved

12/14/2018

0151_Riverland_SAC_SignIn_111418.pdf

November

Approved

11/19/2018

0151_Riverland_SAC_SignIn_101018.pdf

October

Approved

11/19/2018

0151_Riverland_SAC_SignIn_092118.pdf

September

Approved

11/19/2018

0151_Riverland_SAC_CompReport.pdf

October

Developed

11/16/2018

SAC-ByLaws-18_19.pdf

October

SAC ByLaws

10/25/2018

SAC-Meeting-Dates-18_19.docx

October

Developed

10/25/2018

 


 

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?

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. 

 

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.

 

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.

 

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.

 

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.

 

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.

 

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. 

 

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.

 

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. 

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
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 Literacy department will be providing school based professional development.

BPIE Files

File Name Uploaded Date
BPIE_2018-Final.pdf 11/7/2018
Riverland-ES-BPIE-2015-16.pdf 10/25/2018