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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

Wilton Manors ES (0191)

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

Data Driven PLCs- ELA and Math

Friday

1st, 4th

9/5/2018 - 5/10/2019

1:00 PM - 1:50 PM

3

Data Driven PLCs- ELA and Math

Friday

1st, 4th

9/5/2018 - 5/10/2019

9:50 AM - 10:40 AM

K

Data Driven PLCs- ELA and Math

Friday

1st, 4th

9/5/2018 - 5/10/2019

9:00 AM - 9:50 AM

2

Data Driven PLCs- ELA and Math

Wednesday

1st, 4th

9/5/2018 - 5/10/2019

1:55 PM - 2:45 PM

4

Data Driven PLCs- ELA and Math

Wednesday

1st, 4th

8/5/2018 - 5/10/2019

11:40 AM - 12:30 PM

5

Data Driven PLCs- ELA and Math

Wednesday

1st, 4th

9/5/2018 - 5/10/2019

10:45 AM - 10:35 AM

1

 


 

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: 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

103

12.00

2.00

0.00

0.00

1.00

01

108

14.00

0.00

0.00

0.00

0.00

02

104

11.00

2.00

0.00

0.00

0.00

03

104

14.00

1.00

0.00

31.00

4.00

04

111

9.00

5.00

0.00

38.00

2.00

05

90

7.00

2.00

0.00

23.00

0.00

 

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

Academics
- Teachers assess students' to find their instructional level using the Benchmark Assessment System (BAS) and iReady Diagnostic for Reading and GoMath Prerequisite Skills Test and iReady Diagnostic for Math.  
- Assessment results are analyzed during data chats, Data- Driven Professional Learning Communities (PLCs), and team meetings.
- Tier 1/ Tier 2 academic strategies are implemented for students who need additional support; strategies are documented on BASIS 3.0.
- MTSS Meetings are held to discuss struggling students. Desired outcomes of the MTSS Meetings are to address area of concern, develop an intervention plan, determine progress monitoring procedures, and schedule a date/time to reconvene to review student response. 
- Literacy and Math coaches collaborate with teachers when developing and implementing academic interventions and progress monitoring procedures.

Behavior
- Teachers assess present level of student functioning in behavior. 
- Behavior strategies are implemented for students who need additional support; strategies are documented on BASIS 3.0
- MTSS Meetings are held to discuss struggling students. Desired outcomes of the MTSS Meetings are to address area of concern, develop an intervention plan, determine progress monitoring procedures, and schedule a date/time to reconvene to review student response. 
- Teachers collaborate with the guidance counselor to promote desired behavior and ensure meaningful participation in instruction. 

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Thursday

2nd, 4th

9/6/2018 - 5/30/2019

9:00 AM - 3:00 PM

 

School Counseling Plan File

File Name Upload Date

CounselingPlan.pdf

10/18/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

WMES_SEL-Action-Plan-2018.docx

11/26/2018

 


 

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

SAC-Agenda-&-Sign-in-4-3-19.pdf

April

None

4/5/2019

SAC-Minutes-10.10.18.pdf

October

Monitored

4/3/2019

SAC-Agenda-10-10-18.pdf

October

Monitored

4/3/2019

SAC-Agenda-9-12-18.pdf

April

Monitored

4/3/2019

SAC-Composition-Checklist.pdf

December

None

4/3/2019

SAC-Minutes-9.12.18.pdf

April

Monitored

4/3/2019

SAC-Agenda-&-Sign-in-3-6-19.pdf

April

Monitored

4/3/2019

SAC-Minutes-2.6.19.pdf

April

None

4/3/2019

SAC-Agenda-&-Sign-in-2-6-19.pdf

April

None

4/3/2019

SAC-Minutes-12.5.18.pdf

December

None

4/3/2019

Wilton-Manors-Mid-Year-Reflection-2019.pdf

March

Monitored

3/1/2019

SAC_SAF-Schedule.pdf

October

Monitored

3/1/2019

SAC-Agenda-&-Sign-in-1-16-19.pdf

January

Monitored

1/25/2019

SAC-Agenda-&-Sign-in-12-5-18.pdf

December

Monitored

1/25/2019

SAC_SAF-Agenda-11-7-2018.pdf

November

Monitored

11/16/2018

SAC-SAF-Signin-11-7-18.pdf

November

Monitored

11/16/2018

SAC-SAF-Signin-10-10-18.pdf

October

Monitored

11/16/2018

SAC-SAF-Signin-9-12-18.pdf

September

Monitored

11/16/2018

SAF_Bylaw.pdf

October

SAF ByLaws

10/13/2018

SAC_Composition.pdf

September

None

10/13/2018

SAC-ByLaws.pdf

September

SAC ByLaws

9/16/2018

 


 

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?

Wilton Manors Elementary will focus on student learning gains in English Language Arts (ELA). According to the 2017-18 FSA data, 43% of third through fifth grade students in the lowest quartile made a learning gain.  

 

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?

Wilton Manors Elementary will scale up BEST Practice #2 An Embedded High Quality RtI Process to improve teaching and learning. 

 

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

1. Professional Development for teachers on how to enter Tier 1 strategies and refer students for CPST using BASIS.  
2. Hold MTSS meetings twice a month to ensure all students of concern are being discussed and monitored. Invite families to attend meetings to increase participation of all stakeholders. 

2. Use classroom, BAS, iReady, and intervention data to make instructional decisions regarding interventions and progress of students.
3. All teachers are receiving on-going Professional Development on BAS and guided reading to ensure instruction is of high quality and done with fidellity.
4. Literacy Coach and administrators do weekly walkthoughs during Tier 2/Tier 3 intervention time.
5. ELO for all K-5 struggling ELA students.

 

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

All K-3rd grade students and select 4th-5th grader students (level 1 and 2 on FSA) participate in BAS three times a year. Students also particpate in iReady Diagnostic three times a year. To progress monitor students progress towards grade level standards, Ready LAFS  unit test are administered.. 

 

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

Literacy PLCs are held every six weeks. During PLCs best practices are shared as curriculum, enrichment, and remediation are planned for individual students. Common trends amongst grade level teachers and students are identified. Additionally, teachers meet with administration and curriculum coaches quarterly to discuss individual students not progressing towards goals. Students are looked at closely and referred to MTSS if additional interventions are needed. 

 

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)?

Literacy PLCs are held every six weeks. During PLCs best practices are shared as curriculum, enrichment, and remediation are planned. Literacy coach and administration complete weekly walkthroughs to ensure classroom instruction is accessible to the full range of learners. Ongoing feedback and coaching is provided to teachers. 

 

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

A school wide focus has been placed on balanced literacy. Kindergarten through fifth grade teachers will attend district BAS and Guided Reading training. Ongoing training on small group guided reading and independent reading will be provided by the literacy coach. Fourth and fifth grade teachers will attend DBQ training and will receive ongoing training by literacy coach. Magnet coordinator will guided teachers in implementing social studies and science adoption curriculum in IB PYP Units. Administration and coaches will complete weekly walkthroughs to ensure implementation and provide teachers with ongoing feedback and coaching. 

 

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?

Kindergarten through fifth grade teachers are using Ready LAFS to provide students instruction on grade level. Teachers are working with students at their individual instructional level during small group guided reading. Leveled text, science, and social studies adoption materials are integrated and used during the literacy block. Additionally, Fourth and fifth grade teachers integrate DBQs. Intervention programs being used include LLI, IRA, Words their Way, and Making Words. 

 

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.

Wilton Manors Elementary focused on student learning gains in English Language Arts (ELA). According to the 2018-19 FSA data, 58% of third through fifth grade students in the lowest quartile made a learning gain. This was an increase of 17 percentage points.  

1. Professional Development for teachers on how to enter Tier 1 strategies and refer students for CPST using BASIS.  Teachers became more aware of strategies that could be applied in their classroom. 
2. Hold MTSS meetings twice a month to ensure all students of concern were being discussed and monitored. Families were invited to attend meetings to increase participation of all stakeholders. 

2. Classroom, BAS, iReady, and intervention data was used to make instructional decisions regarding interventions and progress of students.
3. All teachers received on-going Professional Development on BAS and guided reading to ensure instruction was high quality and done with fidellity.
4. Literacy Coach and administrators did weekly walkthoughs during Tier 2/Tier 3 intervention time.
5. ELO for all 3-5 struggling ELA students to give opportunity for extra practice, increasing student learning gains. 

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Wilton Manors Elementary 1. increased the amount of MTSS meetings we have from monthly to twice a month to ensure all students of concern are being discussed and monitored. 2. uses data (iReady and LAFS unit tests) to make instructional decisions regarding the interventions and progress of students 3. all teachers are receiving on-going PD in the use of differentiated instruction to ensure instruction is of high quality and done with fidellity 4. Literacy Coach and administrators do weekly walkthoughs during Tier 2/Tier 3 intervention time 5. ELO for all K-5 struggling ELA students. Pamela Nicholson and Melissa Martinez BASIS training, BAS and Guided Reading Training none

BPIE Files

File Name Uploaded Date
BPIE.pdf 10/25/2018