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

McNab ES (0841)

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

Leadership Meeting Dates

Tuesday
Thursday

1st, 3rd

8/9/2018 - 5/30/2019

2:15 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: 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

118

19.50

0.80

0.00

49.20

11.00

01

95

13.70

1.10

0.00

18.90

4.20

02

116

24.10

0.00

0.00

17.20

6.00

03

112

15.20

0.00

0.00

16.10

1.80

04

106

9.40

0.90

0.00

21.70

1.90

05

108

12.00

1.90

0.00

18.50

3.70

 

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

Teachers meet weekly with the administrative team to address all students with early warning indicators.  The reading and math coaches also meet with the teachers in their grade level meetings as well as in their team meetings.  Ongoing conversations are happening throughout the year on different strategies to improve student's achievement, including meeting twice a month with our RTI Intervention, Data Chats, Team Leaders Meetings and Specific Grade Level Framework Meetings to identify specific achievement gaps and intervention strategies to improve that gap.  We have also created a Checklist and a Prescription Plan form so teachers know what to administer as the intervention as well as when their  next 4-6 data check point meeting will take place.  This ensures a smooth and effective timeline and follow-up piece for Tier 2 and 3 students.

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Monday

2nd, 4th

9/24/2018 - 5/13/2019

8:00 AM - 2:00 PM

 

School Counseling Plan File

File Name Upload Date

SAC-Schoolwide-Counseling-Plan-2018-2019.pdf

10/16/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

SAC-SEL-Plan-2018.pdf

10/16/2018

 


 

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.

 

Evidence/Artifacts

Standards and Indicators

File Name

Standards & Indicator

Upload Date

SAC-Eprove-Staff-Survey.pdf

10/18/2018

SAC-Eprove-Survey-Results-student-2018.pdf

10/18/2018

SAC-Eprove-Parent-Survey.pdf

10/18/2018

 

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-comp-2018-2019.pdf

October

Monitored

11/5/2018

SAF-by-laws-2018-PDF.pdf

October

Monitored

10/22/2018

SAF-Sept-2018-agenda-sign-in-minutes.pdf

September

None

10/22/2018

SAC-Sept-2018-sign-in-agenda-minutes.pdf

September

Monitored

10/22/2018

SAC-Aug-28-Sign-In-Minutes-Agenda.pdf

August

None

10/22/2018

SAF-Aug-28-pdf.pdf

August

None

10/22/2018

SAC-Bylaws-2018-2019.pdf

October

SAC ByLaws

10/19/2018

SAC-SAF-meeting-dates-2018-2019.pdf

October

None

10/19/2018

 


 

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 our 2017-2018 FSA scores and students meeting proficiency, we will focus on Reading and Math, specifically having a lazer focus on Math in 3rd-5th grade.  In grades K-5 we will continue to promote, model and support teachers to utilize the Balance Literacy Approach with a deeper level of rigor for the standards. 

 

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?

Teachers will attend Common Curriculum Frameworks to speak about CARE (Curriculum, Assessments, Remediation and Enrichment) activities to reinforce and support BEST practices.  Coaches will be attending Sub-Cadre meetings with administration and district personnel to share BEST practices witih school within our cadre.  This global approach will support our school based goals of continuously supporting the Balanced Literacy Model. 

 

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

Teachers will attend Common Curriculum Frameworks to collaborate and share best practices while utilizing focus calendars to plan quarterly.  Team leaders will meet with the administration and the leadership team to discuss and support school and district initiatives.  Through our Sub-Cadre platforms, our reading and  math coaches will support teachers in reading via modeling the Balanced Literacy components (Interactive Read A Louds, Shared Reading, Guided Reading and Continnuum resources) and anazlying student work and data.  In math we will support our teachers through modeling how to utilize math centers and creating math groups to support and enhance the daily math block. Teachers will also learn from the reading and math coaches how to navigate district resources for STEMscopes, CANVAS courses, Sharepoint sites and i Ready Toolbox resources.

 

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

Through our monthly grade level PLC's we assess Reading with  BAS data via BASIS and teacher anectodals.  We also utilize summative assessments given at the end of each reading standard and Standards Mastery assessments through i Ready.  Formative assessments are anazlyed to ensure the use of authentic assessment practices.  In math we analyze data via i Ready Standards Mastery as well as Chapter and Unit Math tests.  In our 3rd Grade PLC we also analyze and critique the Performance Tasks related to all 8 Keyststones.

 

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

Utilizing the formal and informal data that comes from our monthly PLC's will determine conversations on how effective and useful Tier 1 strategies are being delivered.  This  discussion will promote suggestions for Tier 2 and 3 strategies as well as possibe referral to the CPST to complete the RTI process.

 

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)?

Through our Team Leader meetings and walkthroughs from administration and "look fors" walk throughs with coaches, we will observe UDL in action along with it's components of being Engaged, having balance Representation and Active Participation from all students and teachers.

 

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

To ensure Tier 1 Standards Based classroom instruction is being implemented properly and effectively, we will utilize the reading and math coaches to conduct K-5 classroom"look fors" and from those observations will then allow for coaches to model if needed and share best practices to celebrate success.   We will also compare the observations and data from the PLC's to form opinions and suggestions for ongoing support.

 

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 K-5 teachers utilize Tier 1 instruction via: LLI, i Ready Standards Mastery, i Ready Pathways, LAFS workbooks, Social Studies Weekly, Poetry for Primary, Grammar Supports, Mountain Language and Mountain Math, Journeys resources, StoryWorks and Scholastic News.

For Tier 2/3 instruction we utilize i Ready Toolbox, LLI, Super QAR, Quick Reads, Rewards, and Journeys Toolkit & Math Intervention kit.

Our Leadership Team ensures flexible access to all resources via our Scholastic, Professional and RTI  resource rooms.  

 

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

Our teachers are utilizing the SEL Harmony Kits and Just Say Hello initiatives at the end of their school day.  As a school wide theme we have incorporated the  #choosekind awareness resources.

 

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

Our teachers are utilizing the SEL Harmony Kits and Just Say Hello initiatives at the end of their school day.  As a school wide theme we have incorporated the  #choosekind awareness resources and supported with monthly activities, such as,   Just Say Hello and Bucket Filler assemblies.

 

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

Our school-wide mentoring programs allow access and opportunity for all students to visit our guidance counselor before school and after school.  Our teachers are utilizing the SEL Harmony Kits and Just Say Hello initiatives at the end of their school day.  As a school wide theme we have incorporated the  #choosekind awareness resources and supported with monthly activities, such as,   Just Say Hello and Bucket Filler assemblies.

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Coaches modeled Balanced Literacy components with teachers and sharing of Best Practices at PLCs while providing Learning Communities for peer observation of effective strategies Administration, Coaches 6/5/2019 BAS Refresher and Balanced Literacy Components as well as LLI trainings N/A

BPIE Files

File Name Uploaded Date
SAC-BPIE-2015-16.pdf 10/18/2018