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

Tedder ES (0571)

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

Tedder ELA/Math/Science K-5

Thursday

2nd, 4th

9/13/2018 - 5/23/2019

3:35 PM - 4:15 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

89

21.30

1.10

0.00

16.90

5.60

01

94

20.20

1.10

0.00

48.90

8.50

02

120

11.70

3.30

0.00

45.80

5.80

03

89

14.60

4.50

0.00

28.10

6.70

04

120

15.80

0.00

0.00

33.30

2.50

05

118

15.30

1.70

0.00

33.10

3.40

 

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

Tedder Elementary provides an extra hour of reading intervention for all students KG-grade 5.  During this extra hour teachers differentiate learning to provide intervention or enrichment through the use of a variety of programs such as Leveled Literacy Intervention, Phonics for Reading, and Novel Study. All teachers provide an additional half hour of math to provide tier 2 math intervention using Re-Teach Go Math material. All students in grades 2-5 utilize Reflex math to improve math fluency. We provide schoolwide math fluency drills to further improve the student's fluency.
All students indentified as our lowest 30% are provided an additional 30 minutes small group instruction in reading or math by our support staff.  All retained students in third grade are being provided an additional half hour of small group reading with our Literacy resource teacher using Leveled Literacy Intervention (LLI). 
Data chats are held with teachers, support staff and administration to discuss the needs of each students.Teachers also conduct data chats with students and set goals. Students have Guidelines for Success incentive cards that help them track their process in the areas of mini assessments, behavior, iready and homework. Students earn incentives for achievement. 
RtI is held weekly to further discuss fragile students and prescribe interventions.
Mentoring groups have been formed and selected students meet weekly with their mentor. referrals to outside agencies are done for students and families who demonstrate a need for counseling. All teachers will begin to implement Standford Harmony within their classroom.  This program will be taught 10-15 minutes daily in all classes to focus on implementation of  SEL strategies and practices.

 

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Tuesday

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

8/28/2018 - 5/21/2019

12:00 PM - 3:00 PM

 

School Counseling Plan File

File Name Upload Date

ascp-2.pdf

10/18/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

SEL-Action-Plan-2018-(1).docx

10/18/2018

 


 

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-January-meeting-11519.pdf

February

None

2/7/2019

SAF-dates--1819--Tedder.pdf

November

Developed

2/1/2019

SAC--Dates--1819--Tedder-(1).pdf

November

Developed

2/1/2019

MID-YEAR-REFLECTION-FORM-1.pdf

February

Developed

2/1/2019

SAC-November-meeting.pdf

November

None

12/13/2018

SAF-dates--1819--Tedder.pptx

November

Developed

11/15/2018

SAC-October-meeting-100918.pdf

October

Developed

11/8/2018

SAC-September-meeting-91218.pdf

September

Monitored

11/8/2018

SAC-Members.pdf

November

Monitored

11/1/2018

 


 

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

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?

High Quality Instruction will be scaled up to improve teaching and learning to increase performance . Through PLC teachers will effectively identify improve their teaching practices. 

 

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

Through authentic professional learning communities (PLCs), Tedder will improve teaching and learning practices by establishing a strong focus on implementing effective lesson planning tools and strategies to increase teacher effectiveness in meeting student’s various needs. Using the PLC model, teachers will engage in professional learning opportunities based on identified individual needs aligned with the backwards design process, identifying curriculum resources, declarative vs. procedural knowledge, creating learning goals and assessments as well as classroom activities and assignments.  This structure will allow for collaborative inquiry and lesson studies using the analyzing student work (ASW) process which generates lesson pans that guide effective instruction for all.  As we maximize our time, we will explore opportunities and possibilities to have coaches, team leaders, and teachers collaborating on building lesson plans through interactive PowerPoints.  If this initiative goes well we will build upon it each semester for other grade levels. 

 

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

BAS is completed three times a year in grades K-5.
Grades K- 5 i-Ready Math and Reading Diagnostic Assessment is completed three times a year.
Progress Montioring is completed using the Standard Mastery Assessment in i-Ready. The assessment is give after each instructional cycle is complete. 

 

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

Each grade level is following an Instructional Focus Calendar that aligns directly to the Florida Standards.  Each grade level has time built into the calendar for assessing, reteaching, and reassessing each standard to meet the needs of all students.  Tedder Elementary School also has an extended day where one hour of the day is built into the school's schedule specifically to address the needs of all students in Reading.  This time frame is used to enrich, enhance, or remediate student learning to meet diverse needs of students.
Classroom teachers conduct frequent progress monitoring checks to determine the effectiveness of intervention/enrichment and to adjust instructional plans accordingly.  Data collected includes program based assessments, running records, Phonics Inventory, and Phonological Awareness Inventory.

 

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?

Students have access to informational text through a variety of books in the scholastic leveled libraries in their classrooms.  Teachers may also check out books from the scholastic leveled bookroom for small group instruction.  Through the use of the i Ready computer based program, and schoolcity  assessment database, students have the opportunity to be exposed to informational text. Students also have access to MyOn, which allows them to read informational text  for enjoyment online.

 

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

The Cloud 9 Program was implemented to ensure students were developing their social and emotional skills. Each month a new character trait was introduced through literature, videos, morning announcements, and culminating activity. Also, we used schoolwide prevention days to address SEL standards that were needed to improve our school culture and student's social emotional development. 

 

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

Each month, core compentencies were selected to address the character traits. Competencies were taught during during grade level assemblies and reviewed daily on the morning announcements. Teachers also used lesson plans to implements strategies in the classroom, which were supplemented by the book of the month and video. 

 

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

Mentoring programs were run by male mentors to support our students social emotional learning. Using school data, prevention days and school clubs were selected to address school wide SEL goals. 

 

BPIE Files

File Name Uploaded Date
TEDDER_BPIE.pdf 11/15/2018