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

Lake Forest ES (0831)

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

ELA PreK, K, 1; Vocabulary through the Arts 2; Hands on Science 3rd; Math 4th & 5th

Wednesday

8/8/2018 - 5/15/2019

3:00 PM - 4:00 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: 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

106

24.50

0.00

0.00

27.40

5.70

01

135

27.40

0.00

0.00

38.50

12.60

02

101

15.80

0.00

0.00

29.70

6.90

03

118

18.60

0.80

0.00

22.90

1.70

04

139

15.10

0.00

0.00

23.00

2.90

05

89

5.60

1.10

0.00

38.20

1.10

 

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

The school identifies the specific students that not progressing toward the school and district goals by reviewing specific early warning indicators and placing interventions in place to address these needs:

  • Students that have been retained or are not proficient in reading are scheduled to be discussed at a meeting with the MTTS team along with the student’s teacher. The individual student data is reviewed and based upon the student’s deficiencies, interventions are put in place and monitored every 6-8 weeks to determine effectiveness of the intervention on the student’s achievement. The guidance counselor conducts support groups for intermediate grade level students that have been retained, to not only assist in their academic development, but to also assist in improving their organizational skills, motivation and self-esteem.
  • Teachers communicate with parents when attendance issues arise (excessive tardies or absences). The teacher will discuss with the parent the importance of attendance and the effect it is having on their student’s education. The teacher will also refer the parent to the appropriate personnel if the family requires additional support to assist with the reason for the loss of instructional time. If the issues continue, the teacher will send home an official letter which documents the amount of absences or tardies and the concern for the student missing instructional time. Teacher may refer any concerns to the social worker for additional support if needed. Our goal is to attempt to assist the parent in any way possible before it is referred to the BTIP process. 
  • Students that have received two or more behavioral referrals are scheduled to be discussed at a meeting with the MTTS team and student’s teacher. Parents are included in process to provide any helpful information on the student’s behavior or different strategies that may be effective with their child. Students also complete and interest inventory to assist with the interventions that are put in place.. The individual student data along with parent, student, and teacher input is reviewed and based upon the student’s individual need a positive behavior plan may be created. The plans are implemented and monitored every 6-8 weeks to determine effectiveness. 

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Monday

1st, 3rd

9/17/2018 - 5/17/2019

8:30 AM - 3:00 PM

 

School Counseling Plan File

File Name Upload Date

0831_ASCP.pdf

10/18/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

SEL-Action-Plan-2018(2).pdf

11/28/2018

 


 

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

Lake-Forest-Committee-Membership.pdf

November

None

11/16/2018

0831_SAF-AgendaMinutesSignIn_101718.pdf

October

None

11/13/2018

0831_SAF-AgendaSignIn_092018.pdf

September

None

11/13/2018

0831_SAF-2018-2019-Meeting-Dates.pdf

September

None

11/13/2018

0831_LFE-SAF-Bylaws-2018-2019_10172018.pdf

October

SAF ByLaws

11/13/2018

0831_SAC-AgendaMinutesSignIn_092018.pdf

September

Developed

10/24/2018

0831_SAC-AgendaMinutesSignIn_101718.pdf

October

Developed

10/24/2018

0831_SAC-2018-2019-Meeting-Dates.pdf

September

None

10/24/2018

0831_LFE-SAC-Bylaws-2018-2019_10172018.pdf

October

SAC ByLaws

10/24/2018

 


 

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?

This year Lake Forest Elementary School will focus on comprehension with a focus on vocabulary because in reviewing our previous data, both interim and summative, it showed vocabulary as an area of weakness. 

 

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?

BEST Practice #4 - Scaling up BEST Practices: The main area of focus will be strategic comprehesion with a focus on vocabulary building.

 

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

Teachers will share best practices within their grade level/peers and within the cadre schools to receive information and resources for improving instructional practices. Instructional coaches will attend monthly subject specific cadre meetings and will discuss information delivered to ensure a comprehensive approach to teaching and learning. Our continuous improvement is predicated on the fact that teachers will systematically review and analyze data to identify what works and what needs to be adjusted. 
We will contiue to identifying and targeting vocabulary through interactive read aloud as our areas of focus. Sub cadre meetings will provide training to select teachers in grades k-3, reading coach and our principal who will have the opportunity to see best practices at a variety schools in our cadre. They will in turn share ideas for strategic improvement with team leaders, teams and other instructional staff.

 

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

Alignment of instruction to grade-level Florida standards is observed in classroom walkthroughs, review of lesson plans, participation in team meetings where both content and instructional strategies are discussed. Data chats (student and teacher data) addresses the need for remediation as well as enrichment and what specific strategies can address those needs. Instructional coaches meet regularly with teams to discuss best practices, address standards, model effective teaching strategies and provide feedback to teachers on their instructional practice.
Assessments include but are not limited to iReady diagnostics (3 times/yr), exit tickets (daily), interim School City and Standards Mastery tests (monthly), chapter tests and cold read selections (weekly)

 

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

Students at our school will be pulled for small groups and closely monitored by administrators, ELA & Coach, and classroom teachers through interim assessment, exit tickets, formative and/or summative assessment, and End of Year Assessements. 

 

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)?

Lake Forest Elementary plans to ensure that the Universal Designs for Learning is accessible to the learners based on students needs.  We will also ensure that teachers will differentiate instruction to allow multiple means of representation, expression and engagement.
 

 

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

Progress monitoring of weekly grades, exit tickets, feedback from classroomwalk throughs and individual and team data chats as well as information gathered during PLCs.

 

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?

All students K-5 have access to our leveled book room which includes reading levels from A-Z. These selections include a wide variety of informational and literary books.

Students, K-5,also  have access to online resources, Journeys, and cross content areas selections. Students learn and practice reading skills using social studies and science texts, Storyworks on grades 2-3 and DBQ lessons in grades 4-5.
 

 

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

School wide SEL implementation plan includes...assemblies, classroom whole group instruction and various center activities.
The guidance Counselor created a webpage that provides teachers links to other websites including YouTube where they can utilize videos to hwlp student understanding ot not only the character traits but many of the other SEL competencies.
1. Sandy Hook Promise- Start with Hello (Tier-2: 2nd -5th grade)
2. HERO (Tier-3-K-5)
3. 
Latinos in Action High School Mentoring and Literacy Program (Tier 2: K-5)
4. GOLeaps (PreK-5)
In addition to Character Education program, Thumbody Pgm for 2nd grade, guidance groups (grief, retention, divorce...) Peer Buddies and Bolt Book Buddies matching students with and without disabilities.
 

 

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

1. Sandy Hook Promise- Start with Hello (Tier-2: 2nd -5th grade)
2. HERO (Tier-3-K-5)
3. 
Latinos in Action High School Mentoring and Literacy Program (Tier 2: K-5)
4. GOLeaps (PreK-5)
In addition to Character Education program, Thumbody Pgm for 2nd grade, guidance groups (grief, retention, divorce...) Peer Buddies and Bolt Book Buddies matching students with and without disabilities. Class Dojos and similar systems are used to communicate information about student performance/behaviors to parents and celebrate acquisition of proper behavors

 

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

Celebrations of The R.O.D. expectations through the hero program
Latinos in Action Mentoring program
Class Dojos and similar systems are used to communicate information about student performance/behaviors to parents and celebrate acquisition of proper behavors
Peer Buddies and Bolt Book Buddies matching students with and without disabilities
 

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Continued interactive read alouds, Walk to Read w/in extended hour, implementation and consistent use of exit tickets. Stephanie Turturro - ELA Coach 5/21/2019 review sessions on interactive read alouds

BPIE Files

File Name Uploaded Date
0831_Lake-Forest-BPIE.pdf 11/13/2018