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

Driftwood ES (0721)

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

Driftwood Elm-0721 ELA/Math

Tuesday

3rd, 5th

8/28/2018 - 5/14/2019

2:00 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: 8/7/2019)

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

94

13.80

0.00

0.00

N/A

0.00

01

94

18.10

0.00

0.00

N/A

0.00

02

110

10.90

1.80

0.00

N/A

0.90

03

109

21.10

1.80

0.00

37.90

13.80

04

110

10.90

0.90

0.00

31.80

4.50

05

96

11.50

3.10

0.00

35.50

8.30

 

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

Tier I
All Students receive instruction in Core Curriculum (Journeys)
Supplemental resources include:
 
Enrichment Resources:
Performance Tasks
Project-based Learning ActivitiesTier II Implementation
(20–30 mins., 2-3 days)
Groups of 4-6 students 
Continue providing core curriculum and in addition to small group instruction utilizing targeted academic interventions.Tier III Implementation
Frequency
(20-30 mins., daily)
One-on-one,
 Groups of 1-3 students 
Continue providing core curriculum and in addition to small group instruction (OUTSIDE OF THE 90 mins. READING BLOCK) utilizing targeted academic interventionsProgress Monitoring Assessments
(Administer weekly/biweekly)
Phonemic Awareness

  • Journeys Tool Kit (K-3)
  • Fundations (K-1
  • iReady (lessons supported with direct instructions)
  • BAS (K-5)
  • Fundations (K-1)
  • Intervention Program Embedded Assessment
Phonics
  • Journeys Tool Kit (K-5)
  • Fundations (K-1)
  • Phonics for Reading (1-5)
  • iReady (lessons supported with direct instructions)
  • BAS assessments 
  • Fundations (K-1)
  • BAS (K-5)
  • Phonics for Reading (1-5)
  • Teacher Resources (Journeys)
Vocabulary


 
  • Journeys Tool Kit (K-5)
  • Super QAR (2-5)
  • iReady (lessons supported with direct instructions)
  • Super QAR
  • BAS
  • Intervention Program Embedded Assessment
  • Formative Assessments

Fluency
  • Journeys Tool Kit (K-5)
  • Fundations Fluency
  • Great Leaps
  • Intervention Program Embedded Assessment
  • BAS/LLI kits (K-5)
  • Formative Assessments

Comprehension
  • Literacy Tool Kit (K-5)
  • Leveled Readers/Story works (Guided Questions/Graphic Organizer))
  •  READY Florida LAFS
  • iReady (lessons supported with direct instruction)
  • Soar to Success (3-5)
  • Reading Tool Kit
  • Super QAR
  • LLI
  • Florida READY
  • Wilsons (3-5)
  • BAS (prescribed by LLI)
  • Skill-based Assessment (Readworks)
  • Intervention Program Embedded Assessment
  • Formative Assessments

Writing
  • Common Core Writing
  • Soar to Success
  • Intervention Program Embedded Assessment
  • Formative Assessments
All Students receive instruction in Core Curriculum - Math  HOUGHTON MIFFLIN HARCOURT GO Math! (Grades K-5)

Interventions include:
  • Go Math -Reteach
  • iReady MAFS
* Strategic Intervention (K-5)
 *Intensive Intervention (K-5)
  • iReady (Florida MAFS)
  • iReady (lessons supported with direct instruction)
  • Soar to Success (think Central)
  • Reflex Math (lessons supported with direct instruction)
  • Performance Math Coach (Gr. 3-5)

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Tuesday

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

9/4/2018 - 5/28/2019

8:30 AM - 12:00 PM

Tuesday

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

9/4/2018 - 5/28/2019

8:30 AM - 12:00 PM

Tuesday

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

8/9/2004 - 5/28/2019

8:30 AM - 12:00 PM

 

School Counseling Plan File

File Name Upload Date

Driftwood_Elm_SchoolGuidanceCounselingPlan2018_2019.pdf

10/18/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

Drftwood_-Elm_SEL-Action-Plan-2018-Final-(1).pdf

11/30/2018

 


 

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

SAF_Agenda_Driftwood_Elm_05_14_2019.pdf

May

None

5/15/2019

SAF_Signin_Driftwood_Elm_05_14_2019.pdf

May

None

5/15/2019

SAC_Guest_Signin_Driftwood_Elm_05_14_2019.pdf

May

Developed

5/15/2019

SAC_Committee_SignIn_Driftwood_Elm_05_14_2019.pdf

May

Developed

5/15/2019

SAC_Minutes_Driftwood_Elementary_05_14_2019.docx

May

Developed

5/15/2019

SAC-Agenda-Driftwood-Elementary-05_14_2019.docx

May

Developed

5/15/2019

SACMinutes_DriftwoodElm_04_09_2019.pdf

April

Developed

4/26/2019

SAF_Signin_Driftwood_Elm_04_09_2019.pdf

April

None

4/12/2019

SAF_Agenda_Driftwood_Elm_04_09_2019.pdf

April

None

4/12/2019

SAC_Guest_Signin_Driftwood_Elm_04_09_2019.pdf

April

Monitored

4/12/2019

SAC_Committee_SignIn_Driftwood_Elm_04_09_2019.pdf

April

Monitored

4/12/2019

SAC_Agenda_Driftwood_Elm_04_09_2019.pdf

April

Monitored

4/12/2019

SAF_Signin_Driftwood_Elm_03_12_2019.pdf

March

None

3/15/2019

SAC_Agenda_Driftwood_Elm_03_12_2019.pdf

March

None

3/15/2019

SACMinutes_DriftwoodElm_03_12_2019.pdf

March

None

3/15/2019

SAC_Guest_Signin_Driftwood_Elm_03_12_2019.pdf

March

None

3/15/2019

SAC_Committee_SignIn_Driftwood_Elm_03_12_2019.pdf

March

None

3/15/2019

SAF_Signin_Driftwood_Elm_02_12_2019.pdf

February

None

2/28/2019

SAF_Agenda_Driftwood_Elm_02_12_2019.pdf

February

None

2/28/2019

SACMinutes_DriftwoodElm_02_12_2019.pdf

February

None

2/28/2019

SAC_Guest_Signin_Driftwood_Elm_02_12_2019.pdf

February

None

2/28/2019

SAC_Committee_SignIn_Driftwood_Elm_02_12_2019.pdf

February

None

2/28/2019

SAC_Agenda_Driftwood_Elm_02_12_2019.pdf

February

None

2/28/2019

SACMinutes_DriftwoodElm_01_15_2019.pdf

January

Monitored

2/28/2019

SAC_Guest_Signin_Driftwood_Elm_01_15_2019.pdf

January

Monitored

2/28/2019

SAC_Committee_SignIn_Driftwood_Elm_01_15_2019.pdf

January

Monitored

2/28/2019

SAC_Agenda_Driftwood_Elm_01_15_2019.pdf

January

Monitored

2/28/2019

Mid-Year-Reflection2018_2019_DriftwoodElementary.pdf

January

Developed

1/30/2019

Revised_SAC_Composition_DriftwoodElementary_2018_2019.pdf

December

Monitored

12/20/2018

SACMinutes_DriftwoodElm_12_11_2018.pdf

December

Monitored

12/20/2018

SAC_Artifacts_Ballot_12_11_2018.pdf

December

Monitored

12/20/2018

SAF_Signin_Driftwood_Elm_12_11_2018.pdf

December

Monitored

12/20/2018

SAF_Agenda_Driftwood_Elm_12_11_2018.pdf

December

Monitored

12/20/2018

SAC_Guest_Signin_Driftwood_Elm_12_11_2018.pdf

December

Monitored

12/20/2018

SAC_Committee_SignIn_Driftwood_Elm_12_11_2018.pdf

December

Monitored

12/20/2018

SAC_Agenda_Driftwood_Elm_12_11_2018.pdf

December

Monitored

12/20/2018

SAF_Agenda_Driftwood_Elm_11_13_2018.pdf

November

Monitored

12/3/2018

SAF_Agenda_Driftwood_Elm_10_18_2018.pdf

October

Monitored

12/3/2018

SAF_Agenda_Driftwood_Elm_09_11_2018.pdf

September

Monitored

12/3/2018

SAC_MeetingSchedule_DriftwoodElementary_2018_2019.pdf

November

Monitored

11/16/2018

SAC_Composition_DriftwoodElementary_2018_2019.pdf

November

Monitored

11/13/2018

SAF_Signin_Driftwood_Elm_09_11_2018.pdf

September

Monitored

11/13/2018

SAF_Signin_Driftwood_Elm_11_13_2018.pdf

November

Monitored

11/13/2018

SAF_Signin_Driftwood_Elm_10_11_2018.pdf

October

Monitored

11/13/2018

SACMinutes_DriftwoodElm_11_13_2018.pdf

November

Monitored

11/13/2018

SAC_Guest_Signin_Driftwood_Elm_11_13_2018.pdf

November

Monitored

11/13/2018

SAC_Committee_SignIn_Driftwood_Elm_11_13_2018.pdf

November

Monitored

11/13/2018

SAC-Agenda-Driftwood-Elementary-11_13_2018.pdf

November

Monitored

11/13/2018

SACMinutes_DriftwoodElm_10_11_2018.pdf

October

Monitored

10/18/2018

SAC_Guest_Signin_Driftwood_Elm_10_11_2018.pdf

October

Monitored

10/18/2018

SAC_Committee_SignIn_Driftwood_Elm_10_11_2018.pdf

October

Monitored

10/18/2018

SAC_Agenda_Driftwood_Elm_10_11_2018.pdf

October

Monitored

10/18/2018

SAC_Guest_Signin_Driftwood_Elm_09_11_2018.pdf

September

Monitored

10/18/2018

SAC_Committee_SignIn_Driftwood_Elm_09_11_2018.pdf

September

Monitored

10/18/2018

SAC_Agenda_Driftwood_Elm_09_11_2018.pdf

September

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 the SES band data, we have selected a Math focus for this school year. This area was chosen for a few reasons. The first is, we dropped significantly in our Math achievement scores as evidenced by the FSA. Third grade Math proficiency dropped from 55% to 39%, Fourth grade Math scores were 46% down from 55%, Fifth grade math proficiency decreased to 55% from the fourth grade 63% the year before.  Additionally, our learning gains dropped significantly in both fourth and fifth grade. 

 

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?

Driftwood Elementary has designed a Blueprint plan, that is based around the District's template for interdisciplinary units of study. Additionally, we use the CARE model, where a common formative assessment that is aligned to our MAFS standards is used to assess and remediate or enrich students on the Math Standard. We have also brought in the math program called "Acaletics." Lastly, we have implemented quarterly fluency drills for grades 1-5 to increase fluency skills needed to be proficient in Math

 

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

Teachers have planned eight week units of study that incorporate our Math standards within the content area block, as well as a designated 60 minutes of instruction. The common formative assessment is Standards Mastery.  Acaletics is an intensive program that spirals back to all of the math domains, and includes a progress monitoring tool. We meet weekly for RtI, where we diagnose math deficiencies based on the common formative assessments, and we provide several  options of math interventions with a progress monitoring tool.  All level 1's and 2's from last year's Math FSA will be identified and provided and opportunity for MATH Remediation Camp after school. 

 

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

We use the Common Formative Assessment (Standards Mastery) every two weeks. A report is generated by the math coach, and disseminated to all grade level teams to analyze in their PLC to guide instruction. We use the Pre-and Post Assessment in Acaletics, and the domain reviews weekly. Fluency drills are completed every two weeks. They are school-wide every quarter. We also administer the i-ready diagnostic three times a year. 

 

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

Through Data Chats, students are identified that have a bi-weekly score of a 60 percent or below on the Common Formative Assessment, Addtiionally, Students that perform below grade level on i-ready diagnostic, pre-requesite tests, and Math chapter tests are identified and brought up through the RtI process. We progress monitor the studnets every eight weeks on the intervention that has been assigned. 

 

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 a push in model for our ESE teachers to support our students using the same standards, but different methods of delivery. Students are receiving differentiation in their instruction becasue the teacher meets with small groups to provide this daily. Studetns that require accomodations, can take the Common Formative Assessment through a paper based assessment versus on the computer. Additionally, students are provided with hands on opportunities to use manipulatives daily or as needed. Students can also use the CRA method (Concrete, represenational, and abstract) for problem solving. Lastlly, performance tasks are utilized so that students can show mastery of the standards in a way other than multiple choice. 

 

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

The math coach has a schedule of support where the coaching model is utliized. Every day is devoted to a specific grade level for observation, feeback, modeling, and co- teaching. Administration follows up with a checklist of "Look Fors" when conducting classroom observations and walk-throughs. 

 

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?

Currently, GO MATH is the core instruction in all classrooms. Acaletics is a supplemental curriculum in grades 3-5. I ready is used as a supplment program. Intervention programs include I-ready MAFS books, the GO MATH Reteach Lessons (K-5), and the Number Worlds Program for grades 3-5 .

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Teachers will implement the Acaletics Program with fidelity. In addition we use the Common Formative Assessmnts to drive instruction in the classrooms. All teachers in grade level 3-5 5/22/2019 All teachers in grades 3 - 5 will attend the districts Standards-based Effective Math Instruction 2 day professional learning. n/a

BPIE Files

File Name Uploaded Date
BPIE_DriftwoodElementary_2018_2019---Copy.pdf 4/1/2019