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

Colbert ES (0231)

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

Cross Curricular Professional Learning Community

Wednesday

8/15/2018 - 5/1/2019

2:00 PM - 2:45 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: 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

104

26.00

1.90

0.00

N/A

2.90

01

102

21.60

2.90

0.00

N/A

4.90

02

112

17.90

1.80

0.00

N/A

2.70

03

139

13.70

3.60

0.00

35.10

11.50

04

109

23.90

3.70

0.00

41.60

11.90

05

115

15.70

2.60

0.00

36.70

11.30

 

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

Teachers, Support Staff and Administrators track student progress through a vvariety of assessments. FSA, Primary Reading Test, Letter names and sounds, bi-weekly standards based assessments and Benchmark assessments results are analyzed to determine instructional needs. On a daily basis, teachesr use formative assessment to gauge the effectiveness of their lessons. Curriculum adjustements are made based on this data. Reading, Math, Science and Writing data are tracked and kept on a Sharepoint site accessed by all teachers, support staff and Administrators. Data chats are conducted to determine weak standards and develop a re-teach plan. Students identified as below grade level and not demonstrating progress are placed in response to intervention (RtI). During these meetings, Teachers and the RtI committee develop interventions based on the child's weaknesses.  Data is collected and the student is monitored to determine if an increase of interventions are necessary. Absences, social emotional, and behavior needs are addressed as well. Students are then referred to our school counselor and social worker.   

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Tuesday

2nd, 4th

9/11/2018 - 5/28/2019

8:15 AM - 1:30 PM

 

School Counseling Plan File

File Name Upload Date

Colbert-2019-School-Counseling-Calendar.pdf

10/9/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

Revised_SEL-Action-Plan-2018-(1)-(2).docx

12/11/2018

 


 

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

Survey_Staff_1718.pdf

Required Action 1:


10/16/2018

SurveysStudentReport.pdf

10/16/2018

Surveys_parent_Report.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

Colbert-Elem-May-SAC-Meeting.pdf

May

Monitored

5/23/2019

Colbert-Elem-April-SAC-and-SAF-Mtg.pdf

April

Monitored

5/2/2019

Colbert-Elem-February-SAC-and-SAF-Mtg.pdf

February

Monitored

3/7/2019

2018-2019-Colbert-Mid-Year-Reflection.docx

February

None

2/1/2019

Colbert-Elem-January-SAC-Meeting.pdf

January

Monitored

2/1/2019

Colbert-Elem-Nov-SAC-Meeting.pdf

November

Monitored

1/11/2019

Colbert-Elem-October-SAC-Meeting.pdf

October

Monitored

11/27/2018

Colbert-SAC-Composition-2018_2019.pdf

October

Monitored

11/2/2018

2018_2019-Colbert-SAC_SAF-Meeting-Dates.docx

October

Monitored

11/1/2018

SAC-ByLaws_2018_2019.pdf

October

SAC ByLaws

10/24/2018

SAC-Sign-In-9_25_18.pdf

September

Monitored

10/1/2018

SAC-Meeting-Minutes-9_25_18.doc

September

Monitored

10/1/2018

SAC-Agenda_Sept_25_2018.docx

September

Monitored

10/1/2018

 


 

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?

The content area that will be the focus for the 18-19 school year is math. After analyzing the most current FSA data, math proficiency was the only area in which we did not experience a positive gain. We dropped by one percentage point falling 7% short of our 17-18 goal in math proficiency. 

 

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?

Scaled up BEST practices will include a problem of the day focused on our instructional prioriy, measurement and data. Fluency based centers along with centers that specifically focus on the spiraling of deficient standards to increase proficiency in the deficient areas. Daily warm-ups that enforce the spiraling of concepts will be implemented as well for continuous student exposure and practicing of skills. Students that scored in the lowest 25% wil be pulled for intervention groups based off deficientt standards on formative assessments. 

 

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

Students will be exposed to authentic real-world problems of the day that are generated from the domain titled measurement and data, such as having to develop a line plot based on their last formative assesssment or determining the perimieter and area of the face of their student desk. Centers focused on place value, measurement and data, and multiplication/division facts will be incorporated daily to build stamina and fluency. This includes the use of I-Ready to assign fluency tasks and deficient standard tasks to students as a learning path. There will be daily warm ups that will allow teachers to focus on questions that less than 60% of the class answers correctly, to determine the instruction for a 5 minute mini lesson each day. 

 

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

Students will take 3 comprehensive I-Ready assessments every 4 months. The school will be collecting math data every 2-3 weeks, from I-Ready's standard mastery as formative data.to monitor student growth between assessments. Formative data will also be collected via Acaletics Comprehensive Pre/Post in which students will have goals of increasing their scores by at least 10 point increments each month. 

 

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

Students that are not progressing will be pulled into intense small groups to recieve intervention supports that target their specific deficiencies. Those that continue to struggle will be referred to the Response to Intervention committee to further intensify the instruction and differentiate based on the foundational skills that the student is lacking to gradually build the student to accuracy regarding grade level skills. There will be documentation of progression via a technological database that breaks down the percenetages of students based on their formative responses and misconspetions of concepts. 

 

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)?

The documentation of lesson and strategies will be documented in the teachers' lesson plans. Lesson plans with documented strategies will be completed via an online platform allowing ease of acces for monitoring of instructional strategies. Instructional focus walk-throughs will be implemented based on the non-negotiable components, resources, and strategies indicated for implementation. In addition, Professional Learning Communities will focus on  deconstructing the standards to scaffold instruction based oin formative data. Teachers will share BEST practices to incorporate effective instrcutional strategies evidenced to move student achievement in apositive direction.  

 

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

Implementation checklist have been created and used as an monitoing tool that highlights tier 1 resources and instruction that should be evident in classrooms during each instructional blocks. There are also evaluative observation tools based off Marzano's learning map that guides and allows effective monitoring practices to be conducted regarding instructional strategies implemnted to all students. Grade level professional learning communities are conducted and monitored 3 days out of the month allowing teachers to indulge in shared planning and best practices based on data to effectively instruct students at Tier 1. Information is also pulled via formative data analysis to monitor and formulate a prescriptive plan for improvement based on Tier 1 strategies. 

 

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 school ensures that students have access to informational text for each content area in a variety of mediums by utilizing a centralized leveled book room, classroom libraries that are organized by genre and levels, Leveled Literacy Intervention, I-Ready, MyON, NewsELA, Vocabulary.com, ReadWorks, which are all supplemental accesses to informational text related to literacy, mathematics, science, and social studies.

 

How does your school implement the Broward County Public Schools Social and Emotional Learning Standards to ensure students are developing social and emotional skills?

Our school has implemented a school-wide SEL block at the start of the day titled P.A.W.S. to ensure the SEL standards are being covered with all students. We have created monthly themes based on the standards and students engage in dailiy lessons to assist in building ther social skills and managing their decision making and emotions in a variety of situations. 

 

In which ways are the five competencies of the Social Emotional Learning explicitly taught and/or integrated school-wide and in the classroom?

We have visuals posted both in classrooms and in hallways that highlight the SEL competencies. As a part of lessons and curriculum instrcuted on daily, there are anchor based visuals that are teacher created and student involved to continuosly provide references for adult and student learners. There are also wrap up activities provided to students that include worksheets, graphic organizers, and rubrics to monitor their learning of elements that are embeded wiithin the SEL competencies. The use of our positive behavior and interventions incentives are integrated in the promotion and awareness of the competencies as well. 

 

How does your school-wide policy and practices support the social emotional learning for students?

We have a male mentoring group named 5,000 role models that offer mentor guidance through school based personnel as well as fathers in the community. It  facilitates meetings, fieldtrips, and service-based experiences that focus on guiding and preparing youth with SEL skills needed to lead an active and productive life. We also have a 5 minute temperature check as students begin their day named, Meet Up Buddy Up, mirroring a component of the Sanford Harmony program. This allows students to participate in a calming technique or gauge their thoughts and emotions for the day to ensure they have a successful day at school.  

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Students will be exposed to authentic real-world problems of the day that are generated from the domain titled measurement and data, such as having to develop a line plot based on their last formative assesssment or determining the perimieter and area of the face of their student desk. Centers focused on place value, measurement and data, and multiplication/division facts will be incorporated daily to build stamina and fluency. This includes the use of I-Ready to assign fluency tasks and deficient standard tasks to students as a learning path. There will be daily warm ups that will allow teachers to focus on questions that less than 60% of the class answers correctly, to determine the instruction for a 5 minute mini lesson each day. Detlina Petrova and Dorsett McLeod 6/7/2019 K-5 Math Centers PD

BPIE Files

File Name Uploaded Date
BPIE_2015.pdf 10/16/2018