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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

Foster, Stephen ES (0921)

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

College and Career Readiness

Tuesday
Wednesday
Thursday

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

8/28/2018 - 5/9/2019

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

92

22.80

0.00

0.00

15.20

7.60

01

111

10.80

0.00

0.00

45.00

4.50

02

117

11.10

0.00

0.00

23.90

1.70

03

97

13.40

1.00

0.00

32.00

4.10

04

112

12.50

2.70

0.00

38.40

8.00

05

115

8.70

0.90

0.00

28.70

3.50

 

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

Three times per year (Beginning, Middle, End) our support team meets with each individual teacher for our Class Review.  The Class Review consists of looking at current achievement, attendance/tardies, as well as social/behavior concerns.  Students who exhibit excessive attendance/tardies or identified and interventions are put in place such as, parent contact, guidance referral, social worker referral, or BTIP.  Students identified with social/behavior concerns are provided intervention and/or referred to RtI for additional problem solving.  Students with academic concerns are placed in appropriate groups, or referred to Rti, and are progress monitored 7 times per year.

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Tuesday

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

9/11/2018 - 5/28/2019

8:30 AM - 12:00 PM

Tuesday

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

9/4/2018 - 5/28/2019

8:15 AM - 1:30 PM

 

School Counseling Plan File

File Name Upload Date

ASCP-2018-2019.pdf

10/16/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

SEL-Action-Plan-2018.docx

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-By-Laws-10-15-18.pdf

October

SAF ByLaws

10/17/2018

SAC-By-Laws-10-15-18.pdf

October

SAC ByLaws

10/17/2018

SAC-SAF-Minutes-10-15-18.pdf

October

SAC ByLaws

10/17/2018

SAC-Sign-In-10-15-18.pdf

October

Monitored

10/16/2018

SAC-10-15-18-agenda-.pdf

October

Monitored

10/16/2018

SAC-Committee-Membership.pdf

October

Monitored

10/16/2018

SAC-9-17-18-agenda.pdf

September

Developed

9/19/2018

SAC-9-17-18-minutes.pdf

September

Developed

9/19/2018

SAC-Sign-In-Sheets-9-17-18.pdf

September

Developed

9/19/2018

 


 

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?

In 2018 - 2019, we are tracking mastery of each ELA and Math standard for all students in grades K - 5. Also, 5th grade is tracking mastery of all Science standards.  This is our focus because we are striving for 65% mastery or growth on the state tests in Reading, Math and Science. For 3rd grade FSA ELA 42% (2016) to 40% (2017) 37% (2018). For 3rd grade FSA Math Achievement decreased from 54% (2016) to 48% (2017) 53% (2018).  In 4th grade, FSA ELA Achievement 42% (2016) to 38% (2017) 37% (2018). ELA Learning Gains 52% (2016) to 39% (2017) 36% (2018). ELA Low 25 Gains 36% (2016) to 35% (2017) 33% (2018). In 4th grade, FSA Math Achievement 48% (2016) to 49% (2017) 45% (2018). Math Learning Gains 49% (2016) to 48% (2017) 40% (2018). Math Low 25 Gains 17% (2016) to 35% (2017)15% (2018).  In 5th grade, FSA ELA Achievement 41% (2016) to 46% (2017) 47% (2018). ELA Learning Gains 54% (2016) to 61% (2017) 66% (2018). ELA Low 25 Gains 45% (2016) to 55% (2017) 48% (2018). In 5th Grade, FSA Math Achievement 45% (2016) to 52% (2017) 55% (2018). Math Learning Gains 55% (2016) to 63% (2017) 61% (2018). Math Low 25 Gains 50% (2016) to 41% (2017) 42% (2018). 5th Grade Science 43% (2016) to 40% (2017) 47% (2018). 5th grade will be using the Speed Bag Boot Camp Science books this school year to improve Science scores. Math achievement is being addressed through small group targeted instruction, and using the Math Daily 3 (Math Writing, Math with Someone, and Math by Myself) for independent practice.  Students will also complete a “Math Problem of the Day” each day which is aligned to the FSA. Also, i-Ready is being monitored to ensure that each student gets a minimum of 45 minutes a week in both Math and ELA. Small group intervention in literacy is done daily with fidelity.  Grades K - 4 intervention groups are being instructed with LLi. There is consistent use of reading curriculum and progress monitoring.

 

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?

Increased focus on Small Group Guided Reading, and targeted small group for the Lowest 25% in Math.  Utilize the Benchmark Assessment System to track and inform instruction for the lowest 25% in ELA, and math post tests to monitor and track the lowest 25% in Math.  Using this data we will form reteach groups based on the lowest standards. 

 

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

Focused PLCs in ELA on Small Group Guided Reading (Administering the BAS, forming small groups, identifying teacing targets, etc.)  Each week, growth monitoring on i-Ready will take place looking at the Instructional Usage, Class Response to Instruction, and Standards Mastery by Test reports. 

 

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

Math iReady and ELA iReady are monitored weekly.  iReady Math Diagnostic and iReady ELA Diagnostic are administered 3 times (beginning, middle, end of year). 3 ELA units have 6 assessments (2 times for each unit). Fountas and Pinnell Benchmark Assessment System (BAS) is adminstered grades K-5 - 2 times each quarter. Go Math Assessments: Prerequisite Skills Inventory (beginning of year), Beginning-of-Year, Middle-of-Year, and End-of-Year Tests.  Math Chapter tests and Performance Tasks are administered about every 2 weeks, Science mini benchmark tests for each science standard are administered each week. 

 

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

The school conducts comprehensive class reviews each quarter. Also, the school holds weekly child study meetings each Tuesday. On Share Point, teachers post and monitor students' progress on standards. 

 

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)?

For each unit, teachers are provided with a full release day to collaborate and plan lessons that will provide quality instruction to all stakeholders in each grade level. The literacy coach, RTi liason, ESE specialist, and a member of administration attends the day long planning to assist the teachers. On a regular basis, administration does informal and formal observations of all classrooms to monitor that all learners are being provided high quality instruction. Also, the ESE teacher conferences with classroom teachers on a weekly basis. 

 

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

Teachers plan each unit ahead of time, and also provide administration with writing, math, and science instruciton calendars. Each classroom has differentiated small guided reading groups,and teachers read aloud. There is explicit instruction by the teacher in all subjects, and student practice every day. Teachers are trained in Daily Five structure for ELA, and small group instruction for Math. Administration and the Literacy Coach observe and assist teachers on a daily basis. 

 

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 teachers have access to the Reading Resource Room located in the back of the Media Center. Teachers are encouraged to check out materials that are labeled with Fountas & Pinnell's reading levels. Also, there is a binder that includes the entire inventory of the collection to ease the search for books. Each classroom has a Daily Five collection of leveled readers. All students in grades 3 - 5 have access to a laptop computer the entire day.  A wide variety of texts are available online.  Each student has their unique single sign on identifciation which gives them access to Sailpoint. 

 

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

Teachers in grades K - 5 do explicit instruction using the Sanford Harmony SEL program. To ensure fidelity, this instruction is done at least once each week on the day the students go to the Media Center. 

 

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

This is a school-wide program. Social Emotional Learning is taking place in classrooms, hallways, parent-teacher conferences, playground, bus, cafeteria, restrooms, aftercare, and the front office. On the playground, students are learning about teamwork and collaboration. In the classroom, students are learning to communicate and collaborate for creativity and critical thinking. In the hallways, restrooms, and cafeteria students are practicing self-awareness and self-control.  All areas of the school provide instruction and practice in interpersonal relationships and social awareness to establish and maintain positive relationships. 

 

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

Stephen Foster is following the district-wide model for Academic, Social, and Emotional Learning. We have planned, classroom based SEL instruction (Stanford Harmony) and a supportive school climate. 

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Programs: Science Speed Bag, Stemscopes, Science Brainpop Lisa Leider 5/6/2019 Science Stemscopes Title 1
Math achievement is being addressed through small group targeted instruction, and using the Math Daily 3 (Math Writing, Math with Someone, and Math by Myself) for independent practice. Students will also complete a Math Problem of the Day each day which is aligned to the FSA Stephanie Futscher 5/8/2019 Go Math Interactive Lessons by Math Liason Title 1
Small Group Guided Reading Gillian Munter 5/2/2019 BAS training for new teachers Title 1

BPIE Files