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

Miramar ES (0531)

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

0531 ELA- Grade K-5 PLC

Wednesday

2nd

9/12/2018 - 5/15/2019

2:15 PM - 3:00 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

90

22.20

0.00

0.00

27.80

10.00

01

90

14.40

1.10

0.00

24.40

4.40

02

84

14.30

1.20

0.00

21.40

4.80

03

143

11.90

0.00

0.00

28.00

1.40

04

117

9.40

0.00

0.00

29.90

3.40

05

120

8.30

0.00

0.00

24.20

1.70

 

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

We meet as a RtI team. The academic interventions are based on the current data (DAR, BAS, FSA results and/or Key Math) Once the team determines the individual needs of the students, the interventions are being implemented following district/RtI guidelines. The interventions for fluency include but are not limited to: Quick Reads,Word Work, Great Leaps,and Write In Readers. The interventions for phonemic awareness include but are not limited to Wilson Foundations, Road to the Code, and Words Their Way. Intervention for Phonics includes but is not limited to a Phonics/Spelling/Word Study Kit from Fountas & Pinnell. This kit is used in the ist & 2nd grade as an intervention.
Interventions for Vocabulary include but are not limited to Elements of Reading Vocabulary and Write In Readers. Interventions for comprehension include but are not limited to Journeys Toolkit, Write In Readers, Thinking Maps, Reciprocal Teaching, Super QAR, (LLI) and leveled readers. Interventions for math include Soar to Success, Reteach from Go Math (Strategic & Intensive) and lessons on Think Central and Connect Ed.

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Tuesday

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

9/11/2018 - 5/28/2019

8:30 AM - 3:00 PM

 

School Counseling Plan File

File Name Upload Date

MES-Guidance-Plan.pdf

10/15/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

MiramarElemntarySEL-Action-Plan-2018.docx

10/15/2018

 


 

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-Sign-In-101118.pdf

October

Monitored

10/18/2018

SAF-Agenda-092018.pdf

October

None

10/18/2018

SAF-Agenda-101118.pdf

October

None

10/18/2018

SAF-Sign-In-sheet-101118.pdf

October

None

10/18/2018

October-11th-minutes.docx

October

Monitored

10/16/2018

SAC-BY-LAWS-9-20-18.pdf

October

SAC ByLaws

10/16/2018

SAC-Composition-for-MES-18-19.pdf

October

Monitored

10/15/2018

SAC-SAF-Agenda-for-October-Miramar-Elementary.docx

October

Monitored

10/15/2018

SAC-9-20.docx

October

Monitored

10/15/2018

Miramar-Elementary-SAC-Agenda-September2018.pdf

September

Developed

10/15/2018

 


 

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?

Administration and support staff review lesson plans periodically to ensure teachers are planning activities that align with the standards for that grade level.  Support Staff assist teachers in the planning process and model lessons.  Administration cross-references lesson plans with grade level standards and pacing guides when conducting observations to ensure plans and actual lessons are all in alignment.

 

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?

In addition to using the resources provided by the district, teachers pull informational text articles from Newsela and Readworks.

 

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

We will focus on the area of ELA as we continue to struggle to show improvement in proficiency in this area hovering at the 50% mark as evidenced by FSA and BAS in the primary grades.Teams meet at least twice a month in PLCs to discuss the most recent student data to determine trends and share BEST Practices for instructional strategies.  Teams use data to plan remediation and enrichment activities.  Administration and Support Staff participate in PLCs.  

 

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

As a school we are using School City to create the assessments and monitor the data. Using school City allows us the opportunity to crete assessments with rigor that truly match the standards that are taught. The rigor of the questions are similar to FSA type questions which goves our students an advantage as we get closer to FSA.
In addition we are monitoring students by sub groups and proficiency groups that way we can monitor their data effectively to see the learning gains throughout all categories.
We follow our instructional focus calendar that allows for two progress monitong assessments and a Summative (Cumulative) tests that encompasses all of the standards taught that quarter.

 

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

This year we implemented students tracking their own data. This was put in place so our students can take ownership of their learning process. We are looking for students to grow. When students are held accountable by a support group who is also tracking their progress they tend  to work a little harder. Each time students take an exam whether it is reading, science, or math students will be able to graph their results and discuss it with their teacher or their Curriculum Coach/Administrator Coach.

 

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)?

We use Team Leader Release Days as well as Teacher Planning Days to set up appropriate Proffessional Development for teachers at all grade levels. We differentiate the learning for teachers so they too can differentiate the learning for their students. In addition we allow teacher to plan together sioi they can effectively use all the resources that are available to us. Our teachers also have the opportunity to visit other classrooms and watch master teachers teach. In conclusion, our curriculum coaches are also availbe to support teaching and learning .They also provide valuable feedback so teachers can grow in confidence so all students  can iimprove and exceed expectations. This is how we integrate the Universal Design into our school.

 

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

Guided Reading is being implemented across all grade levels.  Additionally, all teachers are integrating Science and Social Studies content into the ELA block.  All teachers have been trained in Guided Reading and Balanced Literacy.  Support Staff who've been trained in these areas are supporting teachers as they become more comfortable and confident with the shift as well as pulling small groups of students to work on areas of both strength and weakness based on the standards being focused on at the time.

 

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?

We meet as a RtI team. The academic interventions are based on the current data (DAR, BAS, FSA results and/or Key Math) Once the team determines the individual needs of the students, the interventions are being implemented following district/RtI guidelines. The interventions for fluency include but are not limited to: Quick Reads,Word Work, Great Leaps,and Write In Readers. The interventions for phonemic awareness include but are not limited to Wilson Foundations, Road to the Code, and Words Their Way. Intervention for Phonics includes but is not limited to a Phonics/Spelling/Word Study Kit from Fountas & Pinnell. This kit is used in the ist & 2nd grade as an intervention.
Interventions for Vocabulary include but are not limited to Elements of Reading Vocabulary and Write In Readers. Interventions for comprehension include but are not limited to Journeys Toolkit, Write In Readers, Thinking Maps, Reciprocal Teaching, Super QAR, (LLI) and leveled readers. Interventions for math include Soar to Success, Reteach from Go Math (Strategic & Intensive) and lessons on Think Central and Connect Ed.

 

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 uses the Social Emotional Standards throughout all grade levels. We use our School Counselor to give SEL lessons throughout the week. In addition to the Character Building class. Our school celebrates student achievement and student progress with student recognition ceremonies each month. We have successfully implemented the Say Hello program in our school to make our students and staff feel more welcomed and accepted.We are waiting for our Harmony Kits to be delivered so each teacher can have access to this SEL curriculum.

 

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

Our school integrates the Social Emotional Standards throughout our class guidance lessons that are offered throughout all grade levels. Our School Counselor integrates the SEL standards throughout her lessons each week. Each standard build upon other which makes all SEL interdependent. We use our SMART goals to encourage us to be the best at Miramar Elementary.

Self Awareness-Know yourself; Be aware of what you do! Do your personal best!
Self Management-Think BEFORE you act!
Social Awareness-Respect Yourself and OTHERS!
Relationship-Respect YOURSELF and others!
Responsible Decision Making-THINK before you ACT!
 

 

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

Our school uses the Social Emotional Standards throughout all grade levels. We use our School Counselor to give SEL lessons throughout the week. In addition to the Character Building class. Our school celebrates student achievement and student progress with student recognition ceremonies each month. We have successfully implemented the Say Hello program in our school to make our students and staff feel more welcomed and accepted.

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Small groups; Mentoring ; Progress Monitoring; Goal setting-Tracking student data Administration, Support Team, Teachers, ESP's 6/30/2019 Professional Learning Communities; PD Courses are offered to teachers through my learning plan. $10,907.00 (Title I dollars)

BPIE Files

File Name Uploaded Date
BPIE2018-19.pdf 10/15/2018
BPIE2017-18.pdf 10/15/2018