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

Watkins ES (0511)

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

Using Data to Drive Content

Tuesday
Thursday

1st, 2nd, 3rd, 4th

8/15/2018 - 4/30/2019

3:20 PM - 4:10 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: 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

78

24.40

0.00

0.00

42.30

14.10

01

98

20.40

2.00

0.00

37.80

11.20

02

91

20.90

4.40

0.00

23.10

7.70

03

102

15.70

2.90

0.00

27.50

3.90

04

105

15.20

1.00

0.00

47.60

10.50

05

103

9.70

1.00

0.00

35.00

3.90

 

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

The MTSS team meets every week to discuss identified students in Tier 1, Tier 2, or Tier 3.  The agenda is developed by the school guidance counselor based on the referrals given.  Student names are submitted by classroom teachers, parents, administrators and other staff members at Watkins.  The guidance counselor is responsible for organizing the instructional staff necessary for each meeting.  The meeting begins with the guidance counselor identifying the student for review.  Tier 1 data is reviewed for efficacy.  Data from the MTSS intervention is recorded and tracked using academic and/or behavioral forms.  The team, under the leadership of administration, develops and/or reviews goals and objectives approporiate for the student.  Ongoing monitoring is established to include timelines and persons who are responsible for the tracking and monitoring the implementation of the intervention.  Interventions are decided based on what is appropriate from the MTSS charrt, such as LLI, Phonics for Reading, etc. The Instructioanl Coaches attend the MTSS Meetings to ensure that we are targeting the correct area of focus within the content area.  Each Coach has a list of appropriate interventions or enrichment programs that the team discusses to choose our next steps.  Each grade level is provided a case manager to work with the teacher to ensure follow up and tracking data is complete.  Based on the data collected, decisions are made regarding curriculum modifications and behavior management.  The MTSS Leadership team reviews relevant data to determine whether Tier 2 or Tier 3 strategies should be implemented, to include recommendations for evaluation.  Tier 2 includes change in instruction in addition to whole group strategies.  Tier 3 includes change in instruction to whole group strategies and Tier 2 interventions.

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Wednesday

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

9/12/2018 - 5/8/2019

8:30 AM - 2:30 PM

 

School Counseling Plan File

File Name Upload Date

WatkinsGuidanceCOunselingPlan.pdf

10/1/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

WatkinsSELActionPlan2018.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

WatkinsSAC-ByLaws.htm

October

SAC ByLaws

11/13/2018

Watkins-SAC-Agenda-October18.docx

October

Monitored

10/18/2018

SACSignInOctober.pdf

October

Monitored

10/18/2018

Watkins-SAC-Comp.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?

Based on our FSA data from last year our focus will be to increase our proficiency in all three content areas.  In ELA and Math not only do we want to increase proficiecy, but we have a focus on our lowest 25%.  In Science the focus is to increase proficiency by at least ten percentage points.

 

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 staff at Watkins does an excellent job using data to drive our instruction.  Throughout the 2018-2019 school year we will focus on closely monitoring the individual standards within each content area for each student.

 

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

We have implemented a very specific calandar that focuses on assessments, PLC's and data chats.  The teachers continually work with the coaches and each other to build specific lesson plans that target student needs based on their data.  At the end of each cycle the students will be given a formative assessment.  The teachers, coaches and administration will use the data from the formative assessment to determine which students may need remediation, which need reteach and which may need enrichment.  If students were unable to master the standard, teachers will be using the supplemental and intervention materials to remediate or reteach the standards.  At the end of these lessons, students will be assessed through Standards Mastery or a ticket out the door.

 

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

At the beginning of the school year, all students in grades K-5 particiapted in the I-Ready ELA and Math Diagnostic Assessments. Teachers began to adminsiter the BAS assessment to all students in K-3 and the FSA Level 1 and 2 students in grades 4 and 5.  This initial data is used to begin working with students on their individual needs.  The coaches have developed Instructional Focus Calendars that include Specific Cycles of standards.  At the end of each cycle the students will be monitored using formative assessments created within the School CIty program.  The timeline of the formative assessments very by content and standards.  A cycle usually lasts between 2-3 weeks.

 

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

Students are monitored by administration, coaches and teachers.  For students who are not meeting goals set forth additioanl resources are put into place to improve academics.  It is also the responsibility of the teacher to begin the RTI process for any student who may need Tier 2 or Tier 3 interventions.

 

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 teachers follow the Instructional Foucs calendar for each core content area.  The coaches worked to ensure that Science and Social Studies are integrated into the ELA block.  The teachers meet in PLC's weekly to improve on their practices.

 

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

Throughout our PLC's the expectation is set for what instruction is to take place during the class time.  At the beginning of the school year all grade level teams need to submit their master schedule to admnistration for approval.  Administration ensures that the daily schedule is being followed regularly.   By conducting informal and formal observations the administrative team provides immediate feedback to all teachers.

 

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?

All students in K-5 use the core textbooks provided by the district.  Additonally, we use I-Ready technology for Reading and Math for all students as a supplemental and intervention program.  The I-Ready consumable materials are used by the teachers for select students and select standards.  In grades 3-5 teachers and students use the Acaletics program to spiral the standards in math.  Select students use the ELA toolbox, LLI, and fluency programs to target specific needs of students.

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Data chats that streamline the progress of students on each individual standard in ELA, Math and Science Shonda Woodard (Literacy), Barbara Clavijo (Math) and Cecilianna Torres (Science) 5/15/2019 Teachers will participate in year long PLC's supporting lesson planning around standards and student needs. $2000 Title 1

BPIE Files

File Name Uploaded Date
Watkins-BPIE.pdf 11/13/2018