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

Bayview ES (0641)

School Year

2018 - 2019

School Grade
(2017 - 2018)

A

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

Bayview Elementary School ELA Data Teams

Wednesday

1st, 3rd

8/22/2018 - 5/22/2019

2:15 PM - 3:00 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: 9/18/2019)

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

93

6.00

0.00

0.00

N/A

1.00

01

99

10.00

0.00

0.00

0.00

0.00

02

106

6.00

0.00

0.00

0.00

0.00

03

96

4.00

0.00

0.00

3.00

0.00

04

128

6.00

0.00

0.00

9.00

0.00

05

105

8.00

0.00

0.00

4.00

0.00

 

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

In the area of Reading, we deliver the "Letter Book" to our Kindergarten students.  They also receive Fundations.  In First Grade, our students do Fundations, ALL and  LLI.  Our Second Graders, receive Phonics for Reading, Quick Reads and Super QAR, as well as double dosing in Guided Reading.  Our Third graders, receive Phonics for Reading, Quick Reads and Super QAR. Fourth Grade and Fifth grade uses Phonics for Reading, REWARDS, Quick Reads, Super QAR, Achieve 3000 and double dosing in Guided Reading. This year i-Ready will be used in both reading and math as an additional formative assessment tool, as well as, a resource for reading and math interventions. 

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Tuesday

2nd, 4th

8/28/2018 - 5/28/2019

8:00 AM - 3:00 PM

 

School Counseling Plan File

File Name Upload Date

SchoolCounselingPlan2018-2019.pdf

10/12/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

0641_SEL-Action-Plan-2018.pdf

3/5/2019

 


 

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_May.pdf

June

A+ Funds

6/5/2019

SAc_April.pdf

April

None

4/18/2019

SAC_March.pdf

March

None

4/18/2019

SAC-Meeting-Dates-2018-2019.pdf

September

None

3/5/2019

SAC_February.pdf

February

Monitored

2/8/2019

SAC_January.pdf

February

Monitored

2/8/2019

SAC_December.pdf

December

Monitored

2/8/2019

SAC_November.pdf

November

A+ Funds

2/8/2019

Bayview-MID-YEAR-REFLECTION.pdf

February

None

2/1/2019

SAC-Composition-Report.pdf

October

None

11/29/2018

Bayview-A-Plus-Funds.pdf

October

A+ Funds

11/20/2018

SAC_October_Recognition-Funds-Ballot.pdf

October

A+ Funds

10/17/2018

SAC_September_Bylaws.pdf

September

SAC ByLaws

10/17/2018

 


 

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 the SES Band Data, we will work on increasing the percentage of students earning a 3 or higher in ELA, with a focus on our lowest 25% and learning gains. 

 

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?

We will work on our goal through PLCs and RtI. 

 

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

PLCs will meet bi-monthly for teams to collaborate on standards-based planning, sharing of best practices, and analyzing data. Third-Fifth grade teachers will receive additional information on calculating and analyzing learning gains. The entire staff will be given professional development on the process of analyzing data to determine students' intervention needs. In addition, our CPST team will continue to meet bi-monthly with teachers and families to monitor the progress of our lowest 25%.

 

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

Data chats will be held quarterly for all teachers to meet with administration and support staff to review i-Ready diagnostic results, fluency rates, phonics for reading scores, BAS levels, math pre-req and chapter test averages, and all intervention progress monitoring data. Intervention progress monitoring subtests are given after every five intervention lessons. 

 

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

Administration and Support Staff assist teachers in monitoring student data quarterly to analyze and discuss student progress. CPST meetings are held bi-monthly and intervention data is collected and analyzed regularly to make appropriate changes to tiers and intervention focus as needed. 

 

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)?

All teachers implement the components of Balanced Literacy. Teachers use a variety of resources and learning modalities to ensure that all students are able to connect with the instruction. Teachers plan small group, differentiated instruction daily. In addition, teachers use strategies from the ESOL matrix to make instruction accessible for all students. ESE students are provided extra support from para professionals and our ESE teacher with as much push-in to the classrooms as possible.

 

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

Through PLC meetings, teachers are able to collaborate and plan together on standards based instruction, best practices, and analyzing data. At quarterly data chats, administration reviews teachers' lesson plan books to ensure that standards based lessons are being documented appropriately. Adminstration completes walk-throughs and observations to witness standards-based instruction is being implemented. 

 

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?

Our kindergarten and first grade classes use FUNdations, Journeys readers, Raz-Kids, Reading A-Z, GoMath!, i-Ready, Science A-Z and STEMscopes. The interventions include a double-dose of FUNdations, A.L.L., and L.L.I.

Our second grade classes use Journeys, LAFS, Achieve 3000, i-Ready, GoMath!, Science A-Z and STEMscopes. The interventions include Phonics for Reading, Quick Reads, and Super QAR/Achieve3000/i-Ready driect instruction for comprehension. 

Our third-fifth grade classes use Journeys, LAFS, Achieve 3000, i-Ready, GoMath!, Science A-Z, STEMscopes, and DBQ. The interventions include Phonics for Reading, REWARDS, Quick Reads, and Super QAR/Achieve3000/i-Ready driect instruction for comprehension. 

 

Please complete this section based on 2018-2019 end-of-year results.
Instructional Implications: Discuss the success of specific strategies/activities and provide a rationale as to why those academic improvements occurred as a result of those strategies.

As a result of  FSA Camp bring offered to our bottom quartile, the implementation of IReady ELA, each student being placed in an appropriate reading intervention and targetted classroom instruction, our percentage of students making a learning gain, increased from 72% to 76% and our students in the bottom quartile increased from 62% to 81%.  

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
We will conduct FSA camp for our lowest 25% Christina Murphy 5/8/2019 $3,000.00
We will implement FUNdations, Achieve3000, and i-Ready. Tonya Frost 6/5/2019 $18,000.00

BPIE Files

File Name Uploaded Date
BPIE_2015-.pdf 10/18/2018