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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

Plantation ES (0941)

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

STEM-Critical Friends

Monday

9/17/2018 - 6/4/2019

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: 9/18/2019)

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

114

27.00

0.00

0.00

N/A

0.00

01

94

14.00

0.00

0.00

0.00

0.00

02

98

18.00

2.00

0.00

0.00

0.00

03

117

21.00

2.00

0.00

40.00

5.00

04

88

22.00

2.00

0.00

39.00

7.00

05

102

18.00

2.00

0.00

44.00

3.00

 

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

The school employs various strategies and programs to improve student performance through the early warning system in BASIS 3.0. Students are identified as to their academic achievement levels through baseline data. Teachers assess students in K-5 using the Benchmark Assessment System in Reading. Teachers implement intervention strategies in the six areas of reading and pinpoint instruction to align with student needs. Once teachers pinpoint the area of need, they refer to the multi-tiered system of support to align the intervention. They also record the Tier II intervention to provide more intense reading instructional time. The intervention is recorded in BASIS 3.0. The teacher then monitors progress for 6 weeks through data collection to determine whether the student is responding to the intervention. The CPST/RtI team meets to discuss whether the student is making sufficient progress with the intervention or whether the student needs a more intensive intervention to make academic progress.

The intervention strategies used include the following: small group instruction with scaffolded support, differentiated learning centers, computer assisted learning, one-on-one instruction, extended time, interdisciplinary literacy and Leveled Literacy Instruction. 

Regarding behavior teachers utilize their classroom management system to address Tier 1 and Tier 2 behaviors. For Tier 2 behavior, resources outside of the classroom are utilized to correct behaviors. Our Socio Emotional Learning curriculum/class is instrumental in addressing challenging behaviors. Incentive programs and mentoring programs have been useful in assisting students with socio emotional challenges. 

Teachers will employ rigorous Tier I instruction that employs the gradual release model, which work towards student independence. This instruction includes frequent modeling, interactive Read Alouds, Accountable Talk, Close Reads, Shared reading and writing to ensure that all students are receiving rigorous Tier I instruction. Teachers will also ensure they are reaching all learners by employing visual, kinesthetic and auditory delivery models.  

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Thursday

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

9/17/2018 - 6/4/2019

9:00 AM - 1:00 PM

 

School Counseling Plan File

File Name Upload Date

SIP-School-Counseling-Plan-2018-2019.docx

10/22/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

0941_10262018_PLE-SEL-Action-Plan-2018.docx

11/26/2018

 


 

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

SAC-Meeting-Minutes-Jan.2019-(002).pdf

June

A+ Funds

6/6/2019

SAC-Meeting-March-Parent-allocation.pdf

June

Developed

6/6/2019

SAC-Agenda-Minutes-April.pdf

June

Monitored

6/6/2019

SAC-May-Meeting-Agenda-sign-minutes.pdf

June

SAC ByLaws

6/6/2019

SAC-November-Meeting-Title-I.pdf

November

Developed

2/26/2019

PLE_MID-YEAR-REFLECTION-FORM-2019-Final.docx

February

None

2/1/2019

Plantation-Elementary-A+-Vote-Results.pdf

November

A+ Funds

12/5/2018

October-SAC-Agenda-Meeting-Sign-In.pdf

October

A+ Funds

11/8/2018

SAC-Bylaws-2018-2019.pdf

October

SAC ByLaws

11/8/2018

SAC-Composition-Report-2018-2019.pdf

October

A+ Funds

10/18/2018

 


 

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?

According to SES band data, ELA will be the focus for improving student achievement for our students in the lowest quartile. This area was chosen based on our ELA FSA 2018 data, which indicated a 9% decrease in low quartile learning gains.

 

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?

We will scale up BEST practices in the following areas:

  • Increase the use of text complexity during tier I instruction
  • Use of text dependent questions during instruction
  • Monitor the fidelity of tier 1 instruction
  • Incorporate more accountable talk in the intermediate grades

 

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

BEST practices will be be scaled-up the following ways: teachers will be participating in a variety of professional development trainings throughout the school year, such as collaborative planning, collaborative hour, lesson study, and demonstration/modeling lessons. Faculty will participate in a book study, "Who moved my Standards?".

 

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

The school-level progress monitoring data is collected during bi-weekly cycles using School City and monthly checkpoints with i-Ready.

 

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

The school ensures the fildelity of students not progressing towards school and district goals through a remediation plan, using Rally!, "Reaching for the New Reading Standards." Students are then reassessed on the weakest 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)?

The school ensures that classroom instruction is accessible to the full range of learners in the following manners:

  • PLC's are focused on selecting grade-appropriate complex text through quantitative and qualitative analysis
  • Professional Development on Text Dependent Questions (TDQ)
  • Professional Development for addressing the ELA Instructional Shifts
  • Professional Development for addressing Standards-Based Planning

 

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

The school ensures Tier I standards-based classroom instruction during collaborative planning, grade level meetings, support staff attendance at PLCs, classroom-walkthroughs, formal, and informal observations.

 

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 resources used for core instruction are Science A-Z, STEMscopes, Scholastics, and Social Studies Leveled Readers. 

The resources for supplemental materials are Scholastic News, i-Ready LAFS, Rally!, i-ready Teacher Tool Kit, Florida Support Coach, and Achieve 3000

The resources for interventions are Leveled Literacy Intervention (LLI), Road to the Code, and Phonics for Reading

 

Please complete this section based on 2018-2019 end-of-year results.
Instructional Implications: Discuss the success of specific strategies/activities and provide a rationale as to why those academic improvements occurred as a result of those strategies.

According to our 2019 student achievement data for our lowest quartile for ELA, 59% of our lowest quartile achieved learning gains. This is a 19% increase from the 2018 school year. This increase can be attributed to the following school-wide strategies: 

  • PLC's are focused on selecting grade-appropriate complex text through quantitative and qualitative analysis-The PLC's were consistent and there was school-wide buy-in. The progress of the lowest quartile was consistently monitored through cycle assessments. 
  • Professional Development on Text Dependent Questions (TDQ)-During the PLC's there were many opportunities to model rigorous tier one instruction.
  • Professional Development for addressing the ELA Instructional Shifts-The administration and literacy coaches meet monthly with teams to discuss grade-specific instructional shifts and best practices to implement effectively. 
  • Professional Development for addressing Standards-Based Planning-Our grade level collaborative hour occurred every 10 days. This protected time was used for professional development and standards-based planning. 
We will still continue to address these goals for the 2019-2020 school year to improve our achievement for the lowest quartile groups in ELA. 

 

BPIE Files

File Name Uploaded Date
PLE-BPIE_2018.pdf 3/22/2019