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

Boulevard Heights ES (0971)

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

Grade 4 & Grade 5

Thursday

1st, 2nd, 3rd, 4th

8/23/2018 - 5/30/2019

2:20 PM - 3:00 PM

4, 5

Pre K, KG, Grade 1

Tuesday

1st, 2nd, 3rd, 4th

8/21/2018 - 5/28/2019

2:20 PM - 3:00 PM

Pre K, K, 1

 


 

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: 8/7/2019)

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

93

17.20

0.00

0.00

N/A

2.20

01

92

16.30

0.00

0.00

N/A

0.00

02

117

16.20

0.00

0.00

N/A

0.00

03

97

21.60

0.00

0.00

23.30

8.20

04

124

19.40

2.40

0.00

34.80

8.10

05

146

12.30

0.00

0.00

30.00

4.10

 

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

  • Boulevard Heights Elementary conducts Data Chats per grade level to analyze and discuss students nedds who maybe as "at risk" based on early warning academic, behavioral, and social/emotional indicators identified through BASIS. 
  • Interventions and strategies are put into place to monitor progress through the RTI process and BASIS.
  • Weekly Professional Learning Communities (PLCs) and quarterly data chats are also held in grades PreK-5 to work in conjunction with the Collaborative Problem Solving Team to address curriculum, assessments, remediation, and enrichment.
  • Academic interventions will be identified through the following resources: Leveled Literacy Intervention (LLI), Phonics For Reading, Fundations, Quick Reads, Journey’s Toolkit, Write-in-Reader, Touch Math, Go Math Reteach and other interventions appropriate to the students area of need.
  • Behavior Interventions will be addressed through a school-wide positive behavior program called P.A.W.S-Practice Respect, Act Responsibly, Work Together, Show Self Students in each class receive a PAW Card that is filled by the teacher students are rewarded based on behavior at the end of the month the students with the most paws colored in are provided awards, treasure box and their name is displayed on a board in the cafeteria. 
  • Attendance concerns will be addressed through collaboration and communication with parents via administration. Parents received letters of concern if a child is out or late more than 3 times. If the problem persist the administration seeks support of the school social worker in order to provide help and strategies to the parents.

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Wednesday

1st, 2nd, 3rd

9/5/2018 - 5/31/2019

8:30 AM - 2:00 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-BHE.docx

10/18/2018

 


 

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

BHE-SAC-May.pdf

May

A+ Funds

5/26/2019

BHE-SAC-May.pdf

May

A+ Funds

5/26/2019

SAC--May-21--Agenda-2018-2019.docx

May

A+ Funds

5/21/2019

SAC-Minutes-5-21.docx

May

A+ Funds

5/21/2019

SAC--April-Agenda-2018-19.docx

April

A+ Funds

4/29/2019

April-2019-Sign-in.pdf

April

A+ Funds

4/29/2019

SAC--March-Agenda-2018-19.docx

March

A+ Funds

3/21/2019

March-2019-sign-in.pdf

March

A+ Funds

3/21/2019

SAC--February-Agenda-2018-19.pdf

February

A+ Funds

2/21/2019

February-2019-sign-in.pdf

February

A+ Funds

2/21/2019

January-2019-sign-in.pdf

January

A+ Funds

1/30/2019

SAC--January-Agenda-2018-19.pdf

January

A+ Funds

1/30/2019

0971_BHE_11082018_SAF-Bylaw-2018-19-(1).pdf

January

SAF ByLaws

1/24/2019

0971_BHE_10292018_SAC-May-Minutes-2017-2018-.pdf

January

Monitored

1/24/2019

0971_12112018_0971_2018-BHE-Mid-year-Reflection-(1).pdf

January

Monitored

1/24/2019

SAC--December-Agenda-2018-19.pdf

December

A+ Funds

1/22/2019

SAC--November-Agenda-2018-19.pdf

November

A+ Funds

1/22/2019

SAC--October-Agenda-2018-19.pdf

October

A+ Funds

1/22/2019

December-2018-sign-in.pdf

December

A+ Funds

12/19/2018

November-2018-sign-in.pdf

November

A+ Funds

11/8/2018

October-2018-sign-in.pdf

October

A+ Funds

11/8/2018

SAC-ByLaws-2018-2019.pdf

November

SAC ByLaws

11/8/2018

Committee-Membership-BHE.pdf

October

None

10/29/2018

0971_SAC-and-SAF-Dates-2018-19-.pdf

October

None

10/29/2018

StaffSurvey.pdf

October

None

10/29/2018

ParentSurvey.pdf

October

None

10/29/2018

Studentsurveys.pdf

October

None

10/29/2018

 


 

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?

Boulevard Heights Elementary will be focusing on the Math SES Band Results. We will be implementing C.A.R.E., and collaborative planning sessions to drive our instruction. Our school participates in visiting schools who are models in our SES in order to view Best Practices. 

 

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 are implementing C.A.R.E. into our collaborative planning sessions. Our curriculum is data and standard driven. We differentiate our assessment based on student needs, using the Florida Standards to target skills mastered. Assessment are analyzed to differentiate instruction in order to meet the students' individual need.
The leadership team will assure fidelity of implementation by developing structures and time effective action plan.

 

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

Boulevard Heights restructured the PLC framework in order to dive deeper into the standards and dive instruction with higher levels of complexity. The leadership team created a curriculum map that scaffolded the standards from simple to complex. Student data are continously tracked by teachers and monitored by the leadership in order to differentiated and deliver effective instruction. 

 

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

Our data is tracked via Pinnacle to collaborate and guide our data chats.
Boulevard Heights established an effective RTI process in order to guarantee Tiered interventions with for students that are performing below grade level.
Using the MTSS model, our collaborative planning team implemented a tirered approach for instructional delivery that includes implementation of current intervention programs such as: LLI, Fundations, Wilson, and I Ready. Through data tracking and graphing of student progress on targeted skills effective strategies that results in student achievement are determined. Our school-wide monitoring plan consist of several assessments, IReady, BAS data, Standard Based Mastery Assessments, Chapter test as teacher summative and formative assessment.

 

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

We use a system PLC cycle, we use RTI, Pinnacle and quarterly data chats.
 

 

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 uses a variety of instructional strategies. Students are immersed in standard based instruction via technology to include powerpoints, recordex, mobile and audio devices, and hands on manipulatives. All students are afforded many different modalities of learning. 

 

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

Our Tier I Standards based instruction is being implemented by monitoring of classroom instruction via Iobservations. We ensure we use our daily schedule with a 90-120 minute of uninterrupted reading block to include all of the components of a Balanced Literacy block. Our teachers developed standard based curriculum guides and we monitor the fidelity of them through classroom walk through feedback and PLC's. We track each standards to ensure mastery, when students are not mastering a standard we reteach and discuss results as a PLC. Each Grade level developed a Curriculum Pacing Guide aligned with LAFS and MAFS standards.  The pacing guide is aligned to standards based on formative assessments to monitor student progress periodically.  Data chats are conducted monthly to analyze data in order to assess student needs and differentiate instruction. As an administrative team we provide feedback of the data we view monthly, we visit classroom and we hone in on differentiated instruction. 
As a result of these practices we have found success this year in the area of Science with a growth of 14%. However, we are now revamping the math and reading standards spiraling of standards to ensure the students in the lowest quartile increase their learning gains.  

 

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?

Teachers use a variety of text that contain rigor to meet the demands and complexity of the Florida State Standards. We have a number of interventions at our school to ensure students who are below grade level or struggling meet on grade level demands. We use a push in process and use Fundations, LLI, Quick Reads, Comprehension via LAFS and leveled reading little books via small group instruction. Teacher use informational text as well as narrative text as they will encompass both on the FSA. Teachers in the upper grades use DBQ as a source of a rigorous curriculum which focuses a great deal on Social Studies and Science.

 

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

Through the five competencies are access their own strenghts and limitations with a well grounded sense  confidence, optimism and growth mindset.

 

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

Boulevard Heights Elementary School has a school-wide behavior program titled “Paws”itive Bobcats.  We are excited to provide incentives to our students for good work and behavior daily. Our behavior program begins with “Paws”itive Behavior Expectations which are listed below:

  • Practice Respect
  • Act Responsibly
  • Work Together
  • Show Self Control
                   P.A.W.S and Think!
Behavior Expectations:
These expectations are expected of all BHE students in all areas of the school.  There are rules assigned in each classroom and in all the common areas of the building.  The common areas of the school include:  the cafeteria, the restrooms, the hallways, the playground, and all dismissal areas.
 
Lessons:
Students are taught the rules for each area of the school.  The students practice these rules and procedures at the beginning of the school year and assemblies are held to remind students to make good choices throughout the year. Students will participate in role playing activities where both good and bad examples of appropriate behavior are demonstrated and discussed. 
Rewards:
In order to promote “paws”itive behavior, Boulevard Heights Elementary students earn “paws” for making good choices throughout their school day.  Students may earn paws from any staff member who witnesses them making “paws”itive choices.  Examples include: walking appropriately in the hall, demonstrating outstanding behavior, eating appropriately in the cafeteria, being respectful to others, playing safely on the playground, and keeping their hands and feet to themselves.
Consequences:
A visual classroom behavior card system is used in each classroom in order to help students monitor their behavior.  Students begin each school day on the color Green.  If students display negative behavior, they will be directed to turn their card to another color. Students have the opportunity to move up or down on their B.H.E. color chart.
Classroom Behavior Card System
  • Purple-Super Student
  • Pink—Way to Go
  • Blue—Excellent Effort
  • Green—Ready to Learn
  • Yellow—Make Better Choices
  • Orange-Teacher’s Choice
  • Red – Parent contact
We hope that this “Paws”itive approach to behavior will encourage students to make good choices throughout their school year. 

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Our strategies and activities to support the increase for our goals are: IReady and FSA camps, we use LLI and Fundations in the lower grades. Administrators monitor students progress daily via iObservation and bi-weekly through data chats. 6/4/2018 BHE is constantly involved in PD either district conducted, school or Izone Best Practice training. PD is also part of our PLC's Our budget is $5,000 for the goals named above

BPIE Files

File Name Uploaded Date
0971_10192017_BHE-BPIE-2017-18(1).pdf 10/25/2018