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

Cresthaven ES (0901)

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

Using CHAMPS to improve classroom management

Tuesday

4th

9/25/2018 - 4/16/2018

2:10 PM - 2:50 PM

Pre K, K, 1, 2, 3, 4, 5

Components of Balanced Literacy

Tuesday

1st, 2nd, 3rd

9/18/2018 - 5/7/2019

2:10 PM - 2:50 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

101

14.90

0.00

0.00

32.70

6.90

01

91

15.40

1.10

0.00

40.70

9.90

02

103

10.70

1.00

0.00

43.70

4.90

03

108

19.40

0.00

0.00

29.60

4.60

04

78

19.20

2.60

0.00

29.50

9.00

05

98

16.30

1.00

0.00

33.70

5.10

 

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

Students are identified by results on a variety of assessment data such as; letter names and sounds, Benchmark Assessment System (BAS) and performance on standardized tests. Teachers refer students to the "Collaborative Problem Solving Team" who use assessment data to prescribe an early intervention. Some interventions that have proven to be successful are Fundations for phonics when students have difficulty identifying letters and sounds. The "Leveled Literacy Intervention" (LLI) is used as an intervention for students displaying areas of concern in comprehension, phonics, and fluency. An education support professional meets with students who have limited English language skills and implements programs to help with language acquisition

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Wednesday

2nd, 4th

9/12/2018 - 5/22/2019

8:00 AM - 12:30 PM

 

School Counseling Plan File

File Name Upload Date

School-counselor-Plan-2018-19.pdf

10/16/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

SEL-Action-Plan-2018-Cresthaven-(1).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.

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-Bylaws-2018-19.pdf

October

ByLaws

11/13/2018

Committee-Membership-SAC-composition-report-updated.pdf

October

None

10/26/2018

Cresthaven-El-SAC-SAF-Schedule.pdf

October

None

10/19/2018

SAC-agenda-9-27-18.pdf

September

Developed

10/3/2018

SAC-minutes-9-27-18.pdf

September

Developed

10/3/2018

0901-2018.19-Bylaws.pdf

September

SAC ByLaws

10/2/2018

SAC-Sign-in-9-27-18.pdf

September

Developed

10/2/2018

 


 

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?

Reading will be the focus for improving student achievement.  We chose this goal because we have had growth in reading proficiency for the past few years and want to continue with that growth since the Strategic Plan Target is 50.5 % in 2020.  

 

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?

Continuous improvment with a focus on high quality instruction in reading will be scaled up to increase reading proficiency.

 

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

Continuous improvement in Early Literacy is being scaled up through balanced literacy and frequent monitoring of reading data.

  • Teachers will be provided with professional development with a focus on modeled interactive read aloud, shared reading, and guided reading lesson planning.
  • The literacy coach is attending principal cadre meetings with the principal as their training focuses on interactive read aloud and shared reading.
  • The support staff has been trained in analyzing reading data based on results from School City to support teachers with appropriate remediation and enrichment.
  • Grade level teachers meet together in PLCs to plan instruction based on data from formative assessments.

 

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

The literacy and math coaches created a curriculum map with a timeline of assessments to be given. Every two weeks, standards are tested through formative tests.  The coaches create standards based tests on School City every 2 -3 weeks.  BAS is given quarterly to offer instructional and independent activities based on those results. BAS is given every two weeks to monitor those students in tier 2 or tier 3 interventions.

 

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

The Collaborative Problem Solving Team (CPST) meets the 2nd and 4th Wednesday of each month to monitor progress on BAS or Cool Tools to ensure that students are on track in their response to the intervention (RtI).

 

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 BAS is given to monitor student progress in reading and to pinpoint areas of strength or weakness.  Small group instruction is planned for based on students' instructional levels and with the reading coninuum in mind. Differentiation and student choice is offered so that all students can feel successful and are instructed at the zone of proximal development. The school ensures that UDLs are embedded in both planning and instruction through classroom observations and participation in team planning sessions.                                      

 

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

The  school ensures the Tier 1 strategies are implemented through observations by administration, coaching, and participation in PLCs.  Feedback about effective use of Balanced literacy components is given with frequency by administration, support staff, and peers. Data chats provide information about the effectiveness of Tier 1 strategies.

 

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?

Journeys offers information and literary texts for the Core reading program. This year, the integration of Science through STEM Scopes, science read alouds, and Learning A to Z ensures that students are provided with choices of text and mediums.  The book room has 6 packs of books for teacher check out so that small group reading is effective and ensures students have access to  a variety of texts at their instructional and independent levels.  LLI and the Journeys Literacy Toolkits are implemented as reading interventions for struggling readers or those in a Tier 2 or tier 3 intervention.

 

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

Cresthaven Elementary  implements SEL Learning standards through the positive classroom environments created by the teachers and students.  This year, interpersonal skills are a focus through our schoolwide implementation of CHAMPS.  Setting the expectations for the learning environment ensures that students have examples of appropriate social skills. 

 

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

Classrooms offer more student choice, projects that require decision making skills, accountable talk and document based questioning. SEL is iexplicitly taught through Social skill programs such as LEAPS and lessons implementing the character traits. Self management and relationship skills are integrated through CHAMPS strategies for effective classroom management and decorum.

 

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

Cresthaven Elementary has a school wide behavior plan with 4 expectations: We are responsible, we are observant of rules, we are kind, and we are safe.  Teachers have developed classroom rules based on these expectations. The classroom environment encourages self management based on the components of CHAMPS.  Students are recognized for exhibiting character traits.  There are also mentoring programs such as Diamonds and Sapphires ( a girls' leadership group).  Adult mentoring is provided with staff members serving as "listeners" in our Care Bear program.

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Balanced literacy is implemented daily in grades K-5. Interactive read alouds and shared reading incorporate science and social studies. Reading progress is monitored by use of the Benchmark assessment system and standards based testing using School City. Administration and Literacy Coach 5/15/2019 Teacher training in implementation of Modeled interactive read alouds and shared reading. Materials such as book boxes for effective use of balanced literacy.

BPIE Files

File Name Uploaded Date
BPIE-2016-17.pdf 10/12/2018