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

Sunland Park Academy (K-3) (0611)

School Year

2018 - 2019

School Grade
(2017 - 2018)

B

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

Schoolwide PLC

Monday

3rd

9/17/2018 - 5/20/2019

2:15 PM - 3:00 PM

Pre K, K, 1, 2, 3

Grade Level PLC

Tuesday
Wednesday
Thursday

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

8/21/2018 - 6/1/2019

2:15 PM - 3:15 PM

Pre K, K, 1, 2, 3

 


 

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

86

29.10

1.20

0.00

34.90

12.80

01

112

36.60

4.50

0.00

38.40

20.50

02

81

19.80

9.90

0.00

40.70

17.30

03

94

29.80

2.10

0.00

22.30

8.50

 

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

To improve the academic performance of students at Sunland Park Academy, all students K-3 participate in core literacy, math, and science instruction. K-3 students participate in small group guided reading during the 90 minute reading block to receive individualized instruction based on students' needs using a Balanced Literacy teaching model. Teachers in K-3 utilize Journeys, Go Math, and STEMscopes.

Reading interventions include the following: iReady Reading lessons, Fundations, Journeys Tool Kit, Leveled Readers, Phonics for Reading and LLI.

Math interventions include the following: iReady Math lessons, Calendar Math, Math Manipulatives, Reflex Math, Touch Math, and Acaletics.


 

 

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 - 5/29/2019

8:30 AM - 11:00 PM

 

School Counseling Plan File

File Name Upload Date

Guidance-Plan.pdf

11/1/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

Sunland-Park_SEL-Action-Plan-2018-2019.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

SAC-Composition-Report_20182019.pdf

October

None

10/26/2018

SACBylaws_-SPA_20182019.pdf

October

SAC ByLaws

10/26/2018

SAC_SAF-Schedule_20182019.docx

October

None

10/26/2018

Sunland-Park-Academy-SAF-Bylaw.docx

October

SAF ByLaws

10/26/2018

09202018_SAC-upload.pdf

September

Developed

10/25/2018

 


 

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?

To ensure that classroom instruction is aligned to grade-level Florida Standards, teachers are provided several opportunities:
-attend training over the summer to unwrap standards and lesson plan according to Instructional Focus Calendars
-common planning during grade level PLCS
-literacy based and small group training on District Professional Development days
-standards based training sessions through the District

We monitor and ensure that classroom instruction is aligned to grade-level standards through/by:
-classroom walkthroughs
-quarterly data chats
-assessment data
-ILS utilization reports
-Instructional Focus Calendars and pacing guides
-team meeting minutes

 

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?

To increase our performance within our SES band, we will focus more on Professional Learning Communities that implement effective data analysis. 

 

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

Our Professional Learning Communities will be based on using effective data analysis to drive instruction.  To scale-up this BEST Practice, we will:
-meet monthly as a Leadership Team to review data
-monitor schoolwide scores as students complete assessments
-meet weekly as grade level teams to plan common assessments, review results, and plan instruction
-meet quarterly with teachers to discuss data, trends, and instruction
-display teacher, grade level, and schoolwide scores in a data room
-create quarterly goals to  effectively progress monitor each grade level

 

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

To monitor student progress, the BAS assessement is used.  All teachers and coaches are trained on this system.  Students are assessed during the 3 assessment periods to monitor growth.  Data chats are held after each assessment period. 

 

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

Students who are not adequately progressing towards school and district goals receive reading intervention and are referred to the RtI team.  Administration and coaches regularly meet with intervention teachers to monitor students' progress.  Also, the RtI team meets on students each Wednesday, and as they are up for review. 

 

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

Teachers are trained by the Literacy Coach during the pre-planning week and during Professional Development days on Balanced Literacy.  During these trainings with the Literacy Coach, teachers use the Literacy Continuum to plan appropriate whole and small group lessons. Admnistrators and the Literacy Coach perform classthrough walkthroughs to ensure that the appropriate standards-based instruction is being implemented properly and effectively. 

 

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?

Core:  
KG - Journeys, STEMscopes
1-3 - Journeys, STEMscopes
 
Supplemental
KG - Fundations, Fountas & Pinnell Shared Reading Books, I-Ready, Scholastic Guided Reading, Scholastic Trade Books
1st - Fountas & Pinnell Shared Reading Books, I-Ready, Scholastic Guided Reading, Scholastic Trade Books
2nd - Fountas & Pinnell Shared Reading Books, I-Ready, LAFS, Scholastic Guided Reading, Scholastic Trade Books 
3rd - Fountas & Pinnell Shared Reading Books, I-Ready, LAFS, ELA Motivation, Scholastic Guided Reading, Scholastic Trade Books
 
Intervention
 
Grade 1-3 LLI (retained students)
Grade K - Fundations
Grade 1 - Fundations
Grade 2 - Phonics for Reading, Fundations
Grade 3- Phonics for Reading, Rewards, QAR
 
 
At Sunland Park Academy, students have access to a variety of literary and informational text througout each day.  Through our balanced literacy approach, students are explosed to these texts during shared reading, interactive read alouds, guided reading groups and independent reading times.  To ensure the fidelity of this approach, teachers are given opportunities to atttend professional developments facilitated by the school based literacy coach as well as district based trainings that are offered throughout the year to help teachers better understand and utilize the different mediums of text.  In addition, teachers have classroom libraries, video projectors and laptops for digital resources.  For convenience, the school has a teacher resource room with a variety of  instructional materials and resources available for check out.
 
 

 

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

To ensure that our students are developing their social and emotional skills, we implement the Broward County Public Schools Social and Emotional Learning Standards through the use of:
-Sanford Harminy
-Character Education
-Cloud9 World
-Conscious Discipline

 

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

The five competencies of SEL are explicitly taught and integrated inside the classroom.  Teachers instruct students during positve behavior lessons and each month as a new character trait is introduced. 

 

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

To ensure that our students are developing their social and emotional skills, we implement the Broward County Public Schools Social and Emotional Learning Standards through the use of:
-Sanford Harminy
-Character Education
-Cloud9 World
-Conscious Discipline
-Positive Behavior lessons and activities
-Behavior Assemblies
-Mentoring by students and staff
-Regular RtI meetings to monitor student behavior and academics

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Differentiated instruction, scale up intervention practices, PLCs to drive instruction Classroom teacher, Literacy Coach, interventionists, administrations 6/5/2019 Grade Level PLCs, Balanced Literacy, Small group reading $0.00

BPIE Files

File Name Uploaded Date
SUNLAND-PARK_BPIE.pdf 10/19/2018