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

Tropical ES (0731)

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

Integrated ELA and Math PLCs

Wednesday

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

8/8/2018 - 5/1/2019

2:30 AM - 3:30 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

159

11.90

0.60

0.00

16.40

5.70

01

177

14.70

0.00

0.00

22.00

5.60

02

161

7.50

0.00

0.00

11.80

1.20

03

188

8.50

0.00

0.00

16.00

0.50

04

153

12.40

0.70

0.00

20.30

3.30

05

153

4.60

0.00

0.00

13.70

0.70

 

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

Throughout the year, students in RtI are closely monitored for growth. Intervention strategies implemented by the school to improve academic performance of students identified by early indicators include:

ELA  (Core - Journeys)
Leveled Literacy Intervention
Journeys Toolkit
Journeys Write-in Reader 
Phonics for Reading
Rewards
QuickReads
Great Leaps
Wilson Fundations
Targeted iReady Lessons

Math (Core - Go Math)
Touch Math
Targeted i-Ready Lessons
Go Math Strategic Intervention
Go Math Intensive Intervetion 
Go Math Reteach



 

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Tuesday

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

8/21/2018 - 5/21/2019

8:35 AM - 3:30 PM

 

School Counseling Plan File

File Name Upload Date

ANNUAL-SCHOOL-COUNSELING-PLAN-2018.pdf

10/13/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

0731_10132018_SEL-Action-Plan-2018-(1).docx

11/19/2018

 


 

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

SAF_Signin_agenda_minutes_November-2018.pdf

November

None

11/7/2018

SAC_Signin_agenda_minutes_November-2018.pdf

November

Monitored

11/7/2018

SAC-Composition-2018-2019-Committee-Membership.pdf

October

None

10/26/2018

SAF_Signin_agenda_minutes_October-2018.pdf

October

Monitored

10/4/2018

SAC_Signin_agenda_minutes_October-2018.pdf

October

Monitored

10/4/2018

SAF-Bylaw-October-2018.docx

October

SAF ByLaws

10/3/2018

SAC_SAF-Schedule-Updated.docx

September

None

9/24/2018

SAC-ByLaws-2018-2019.pdf

September

SAC ByLaws

9/14/2018

SAF_Signin_agenda_minutes_September-2018.pdf

September

Monitored

9/11/2018

SAC_Signin_agenda_minutes_September-2018.pdf

September

Monitored

9/11/2018

 


 

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?

The content areas of focus this year are English Language Arts and Math.  Our goal  is to increase the percentage of students in the lowest quartile that made learning gains in ELA from 42% - 47% and for Math from 38% - 43%.  We chose to place greater emphasis on our lowest quartile students because the percent of students making learing gains in the lowest quartile in ELA dropped by 11% and in Math by 8% on the 2018 Florida Standards Assessment.   Working with to increase learning achievement with our lowest quartile students will increase proficiency levels in both ELA and Math.  

 

 

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 order to increase performance within the SES Band, our school will be implementing BEST Practice #1 - Professional Learning Communities (PLCs).  Each grade level will host an ELA PLC group and implement the C.A.R.E. Cycle.  After deconstructing standards and identifying learning targets, teachers will develop a plan of action that will meet the varied needs of their students.  Collaborative analysis of student work will determine the type of additional instructional strategies and resources that will need to be prescribed.  Teachers will closely monitor the implementation of remedial and enrichment strategies in an effort to increase student achievement.  ELA, Math and Science curriculum leaders will work closely with the grade levels to asisst in analyzing data, determining next steps, providing additional supports and identify resources.  

Additionally, our Literacy Coach will work closely with teachers in assisting them implement small group differentiated instruction.  Analysis of student data and performance will be used to determine what resources will be utilized.  Our Math Specials Teacher will also work closely with teachers by modeling how to conduct math sprints, utilize manipulatives, create on-the-spot small groups and plan effectively for small group instruction.  

Furthermore, the Continuum of Literacy Learning Guide and BAS data will be used by all teachers to guide them in identifying learning targets for instruction.  iReady will also be used to help teachers monitor progress and prescribe lessons.

Tropical Elementary will also be implementing BEST Practice #2, Response to Intervention.  Student academic and behavior information will be analyzed to identify student needs and prescribe targeted interventions.  The Collaborative Problem Solving Team and parents will work together to develop individualized plans and monitor the effectiveness and fidelity of the implementation.  

 

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

BEST Practice #1:  Professional Learning Communities
Teachers will collaboratively track student progress through formative assessments and identify specific interventions or enrichment opportunities in an effort to meet the needs of all students.  The Leadership Team will participate in the PLCs and ensure that the teachers receive the necessary support to implement their C.A.R.E. cycles.  Instructional practice will be reflected upon during the PLC meetings, and the necessity for additional Adult Learning will be determined based on student achievement.  

BEST Practice #2:  Response to Intervention:  
The Collaborative Problem Solving Team will closely monitor the impact of the implementation of researched-based strategies.  Every six to eight weeks, the team will meet to determine whether the initiation of an additional or modified intervention is necessary.  Data-based decisions will be made to identify movement within the RtI process, close achievement gaps and/or identify students with disabilities in accordance with the state law.  

 

 

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

Fountas and Pinnel Benchmark Assessment System is used to progress monitor our studnets three times a year.  Additionally, students are administered the iReady Diagnostic during three administrative periods.  Students in second through fifth grade will also be monitored through the Standards Mastery Assessment.  

 

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

 Interventionists work closely with the teachers and CPS Team to make sure that students are receiving the necessary interventions and are making progress.  Every six to eight weeks, the CPST Team calls a meeting on students that are in RtI.  They discuss progress and the need for an increase or decrease of support is discussed.  Teachers bring data which supports implementation to fidelity.   Math and Literacy Coach attend PLC meetings and discuss and monitor student progress.  

 

 

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)?


The school ensures that the classroom instruction is following the framework of Universal Design for Learning by adhering to the three principles.  Teachers use a variety of methods to present information in order for our ELL and ESE students to have access to the curriclulum and instruction.  Students are provided alternative ways to demonstrate what they know and are provided with choice of tools to utilize in order to increase understanding, engagement and tap into their interests.  

 

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

All students are exposed to a balanced literacy model of instruction as part of the Tier 1 standards-based classroom instruction.  Our Literacy Coach provides teachers with support in analyzing data, developing lesson plans and implementing the balanced literacy model in their classrooms.  Through observations, feedback on implementation will be provided to teachers.  

 

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?

The core program that is used is Journeys.  To supplement Journeys, we use the Scholastic, Social Studies and Science Guided reading texts.  For interventions, we use Leveled Literacy Intervention, Fundations, Phonics for Reading & Rewards.  The school ensures that students have access to a blanace of literary and informational text in a variety of mediums by providing teachers with Social Studies and Science guided reading texts.  Additionally, our teachers use BrainPop and additional texts housed in our Media Center to supplement the curriculum and expose students to varied texts that explore literary and informational content.  

 

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

We implement SEL standards everyday in our school in many ways. We have mentoring programs, inclusion activities, classroom lessons,group couneling, and social clubs.
Teachers know the SEL standards as it is given to them. We also provide them with everything they need to be successful in teaching the standards.

 

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

We have an array of programs at our school that support our students both in and outside of the classroom. Teachers and students are very aware of our Social Emotional initiatives that are taking place in our school. This information is relayed to them in assemblies, classroom lessons, morning announcements and by modeling.

 

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

We have always had a positive and inclusive culture at our school. Now with the development of SEL teams and SEL Plans it is much more laid and out specific so that it is easier to implement with fidelity.

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Standards-based progress monitoring assessments (monthly); Instructional Focus Calendar, Family STEM nights, STEMScopes Training Kathleen Howard 5/31/2018 STEMScopes Training $0.00
Standards-based progress monitoring assessments (monthly); Instructional Focus Calendar; Math Teacher support through collaborative data analysis, lesson planning and modeling. Susan Antunez 6/4/2019 Small Group Instruction
Standards-based progress monitoring assessments (monthly); Instructional Focus Calendar, Modeled Lessons & Increased Support from Literacy Coach Janet Chrystie 6/4/2019 Small Group Instruction

BPIE Files

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