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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

Dillard ES (0271)

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 Instruction

Tuesday
Wednesday

2nd, 3rd

8/28/2018 - 4/24/2019

8:30 AM - 2:30 PM

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: 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

128

36.70

5.50

0.00

33.60

21.10

01

128

23.40

2.30

0.00

35.20

10.90

02

151

23.20

2.00

0.00

47.00

15.20

03

136

18.40

5.10

0.00

36.00

11.00

04

106

26.40

5.70

0.00

50.90

17.00

05

112

17.90

2.70

0.00

27.70

6.30

 

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

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Thursday

1st, 2nd, 3rd, 4th, 5th

9/27/2018 - 162019-01-05

8:30 AM - 2:00 PM

 

School Counseling Plan File

File Name Upload Date

Annual-School-Guidance-Plan-(2018-19).pdf

10/24/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

DESSEL-Action-Plan-2018.docx

10/19/2018

 


 

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

SACCommittee-Membership18.pdf

October

SAC ByLaws

11/5/2018

DES_SAC-ByLaws18.pdf

October

SAC ByLaws

11/4/2018

DESSACSept18.pdf

October

Developed

10/26/2018

 


 

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 of focus for improving student achievement will be Reading Proficieny due to the FSA data.

 

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?

Teachers will engage in weekly Professional Learning Communities (PLC) with the Literacy Coach, to improve instructional planning and lesson delivery.
This will include: identifying target standards and  aligning resources 
                            identifying High Yield Stratgies to effectively deliver lessons
                            reviewing student data to provide differentiated instruction
                            Sharing Best Practices with team

Literacy Coach and teachers will collaborate weekly for reading lessons plans to identify and align instruction with state standards.
 

 

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

Literacy Coach will share knowledge from all District Professional Learning with teachers to ensure teachers receive a variety of methods, resources and strategies for implementing High Quality instruction.

Teachers will participate in weekly professional learning led by instructional coaches, meet with content area team members, to review and plan instruction with a focus on standards-based lessons. 

Quarterly Data Analysis will drive  instructional practices/resources to be used to remediate and/or enrich students. (i.e. Coach and administration will monitor schoolwide scores as students complete assessments and meet quarterly with teachers to discuss data, trends, and instruction)

Literacy Coach and teachers will have a desiganted day/time every week to plan for the next week's Instructional Focus and discuss previously covered standards.

Coaches will create Quarterly Goals to better progress monitor grade level/school-wide areas of success and/or concerns.


 

 

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

School City Assessments-monitored monthly

iReady Data-monitored quarterly

Benchmark Assesment System (BAS)-is monitored quarterly

 

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

School has an extended day to include an extra hour for reading intervention daily.

Response to Intervention (RTI) Process-students working substantially below grade level based on data and teacher observation are referred for the RTI process.

Interventions-based on student's deficiency they receive extra academic support based on student data.

Additional small group instruction is provided, daily as pull/push-in support for targeted students.

 

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)?

Teachers collaborate weekly with Instructional Coaches to design High Quality lessons to meet the needs of all learners.

Teachers use a  variety of instructional practices to meet the needs of the full range of learners in their classroom i.e. provide options for perception,clarify syntax and structure, activate or supply background knowledge, provide options for expression and communication and foster collaboration and community.

 

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

Literacy Coach develops a standards-based Instructional Focus Plan  to include implementation of a Balanced Literacy Approach. Teachers are provided with a training at the beginning of the year to identify how to effectively implement the Focus Plan. Additionally, support is provided on a weekly basis with a Professional Learning Community led by the Literacy Coach.

Coach and Administrators are conducting weekly Classroom Walkthroughs to monitor implementation and provide support as needed.

Coaches use the Coaching Cycle and provide immediate feedback to help with corrective actions and provide individualized teacher support.

The schoolwide schedule includes an uninterrupted 90 minute reading block.

Instruction is explict, systematic, scaffolded, differentiated and guided by data.

 

 

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?

Journeys is the Core Program for grades K-5.

Supplemental Programs include: District created Interactive Read Aloud (IRA) Lesson Plans, Scholastic Readers

Interevntion Programs include: Phonics for Reading, Leveled Literacy Intervention (LLI), Journeys Tool Kit and Write-In Reader

School Reading Resource Room- to include leveled text with a variety of genres for students.

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Create Data Driven Lesson Plans using student data Adrianne Basden, Literacy Coach, Gretchen Atkins-Brown 4/4/2019 Professional Learning Community (PLC)
Teachers develop standards-based lesson plans as a team. Teachers delivery High Quality instruction and use student data to adjust delivery. Adrianne Basden, Literacy Coach, Gretchen Atkins-Brown 4/29/2019 N/A

BPIE Files

File Name Uploaded Date
0271_10192017_0271_DES_BPIE_2017.pdf 10/19/2018