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

Palmview ES (1131)

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

Palmview Authentic PLC: Protected Hour

Monday
Wednesday
Thursday

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

8/22/2018 - 6/3/2019

12:50 PM - 2:50 PM

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

91

15.40

0.00

0.00

19.80

3.30

01

117

12.80

1.70

0.00

35.00

6.00

02

107

15.90

0.90

0.00

34.60

6.50

03

111

18.00

0.00

0.00

10.80

0.90

04

98

21.40

3.10

0.00

29.60

8.20

05

119

21.00

0.80

0.00

23.50

5.00

 

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

Palmview Elementary employs various intervention strategies to improve the academic performance of students identified by the early warning system.   Palmview Elementary leadership team / Multi-Tier Systems of Support (MTSS) team is responsible for monitoring student progress and making instructional decisions based on data.  After a number of data points, the leadership team determines whether the intervention(s) the student receives is effectively closing the gap.  If it is determined that the intervention is not closing gap, the leadership team adjusts the intensity, the frequency, the duration or the intervention itself.  When students do not respond to interventions, student continue with core instruction.  This includes explicit instruction that follows a developmental reading continuum including instruction with comprehension, vocabulary, phonics, phonemic awareness, fluency, speaking, listening, and writing.  Students will also receive daily small group differentiated instruction targeted to meet the students’ instructional needs. In addition, students receive intensive intervention outside the reading block on a daily basis during the dedicated intervention block.  The content and intensity of the instruction will be determined by running record data and other points of data.  Other points of data may include iReady, BAS, teacher observation, anecdotal records, on-going running records, formative assessments, checkpoint assessments, and student writing samples.  As a part of small groups, one on one instruction, and the intensive intervention plan the following intervention resources are used:
Journeys Write in Reader
Journeys Toolkit
Phonics for Reading
Fundations
Quick Reads
Levled Readers
iReady
Touch Math
Go Math Intervention
 

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Tuesday

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

8/21/2018 - 6/4/2019

12:50 PM - 2:50 PM

 

School Counseling Plan File

File Name Upload Date

PALMVIEW-Guidance-Plan.pdf

10/18/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

SEL-Action-Plan-2018.docx

10/19/2018

 


 

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

1131_SAF_AgendaminutesSign-in_101618.pdf

October

None

10/24/2018

1131_AgendaminutesSign-in_101618.pdf

October

Developed

10/22/2018

1131_SACCOMPOSITION_101618.pdf

October

None

10/22/2018

1131_SAC_SAFSCHEDULE_101618.pdf

October

None

10/22/2018

1131_SAFBYLAWS_101618.pdf

October

SAF ByLaws

10/22/2018

1131_SACBYLAWS_101618.pdf

October

SAC ByLaws

10/22/2018

 


 

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 the FSA scores, ELA will be our main focus to increase student achievement. We will utilize high effect size strategies during instruction, including, but not limited to graphic organizers, reciprocal teaching, and cooperative learning. We will also provide ongoing professional development to improve teachers’ instructional practice, teacher ability to implement Balanced Literacy, increase teachers’ knowledge of Florida Standards, enhance their ability to use data to drive instruction in order to prepare students to be college and career ready. 

 

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?

  • Text-based questions will be utilized only in reading through multiple text
  • School wide PLC focusing on CARE (Curriculum, Assessment, Remediation and Enrichment)
  • Real world math application activities
  • Performance  based writing instruction/assessment utilizing multiple text
  • Lucy Caulkins common core writing assessment
  • Scales and rubrics align with the Florida Standards to set purpose for learning, guide teacher instruction and monitor student progress
  • School-wide monitoring of student and teacher

 

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

  • Text-based questions will be scaled-up in all content area through multiple text
  • School-wide PLC focusing on CARE (Curriculum, Assessment, Remediation and Enrichment) will be facilitated on a weekly basis across all grade levels
  • Real world math application activities will be scaled-up to include performance based projects
  • Performance based writing instruction/assessment utilizing multiple text will be scaled-up by implementing writing mini lessons, independent writing, shared writing, and guided writing activities
  • Scales and rubrics align with the Florida Standards to set purpose for learning, guide teacher instruction and monitor student progress
  • School-wide monitoring of student and teacher data will be scaled-up by teachers conducting ongoing data chats with students, and administration conducting monthly data chat with teachers

 

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

Student progress is monitored and data is collected by a variety of methods and time frames such as

  • Bi-Weekly Formative Assessments – Administered to all students in grade levels KG – 5th.
  • Monthly Checkpoints – Administered to all students in grade levels KG – 5th.
  • Quarterly Benchmark Assessment System (BAS) Running Records – Administered all students K-3 and Level 1 and 2 students in 4-5.  This is collected and analyzed three times per year.
  • Annual Broward Standards Assessment (Mid-Year) – Administered to students in grade levels 3rd – 5th.
  • Annual Florida Standards Assessment (End-of-Year) – Administered to students in grade levels 3rd – 5th.
  • Letter Names, Sounds and Concepts of Print- All K students are provided this four times per year.
  • i-Ready Diagnostic- Given to all students K-5 for reading and math.  This data is collected and analyzed three times per year.
  • Standards Mastery Assessments-  Provided to students in 2-5.  The is given after every instructional cycle according to the grade level curriculum map.
  • Keystones- All third grade students are given this eight times per year.
Monitoring students’ progress and collecting related data is a vital task of teachers, support staff, and paraprofessionals. School-wide, grade level, subject area, and classroom decisions about instruction based on data, including which instructional strategies are effective and the progress that students are making with respect to established goals.

 

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

Palmview Elementary School ensures the fidelity of students not progressing towards school and district goals by utilizing the MTSS/RtI process to support the academic improvement of students identified by the early warning system and progress monitoring data.  The Collaborative Problem Solving Team meets every Tuesday to discuss students experiencing academic difficulties.  Students identified by the early warning system, data and classroom teacher observation are referred to Response to Intervention.  A team consisting of administration, school counselor, ESE specialist, school psychologist, school social worker, curriculum coaches, the classroom teacher, and parents meet to discuss the student.  If necessary, the team will create Tier 2 interventions and set goals to monitor student progress.  The team will reconvene in 6-8 weeks to look at student progress.  If the goals have been met, the team will continue with interventions and create new goals.  If the goal has not been met, Tier 3 interventions will be created and monitored.  During these meetings, the team also looks at social indicators that may be hindering student progress and collaborate with the school counselor, school social worker and community liaison to provide support. This process is continuous and allows the team to monitor the academic performance of each student across all grade levels.

 

 

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)?

Palmview Elementary School ensures 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) by implementing the UDL principles and conducting ongoing classroom observations that provides the school with data regarding the progress towards school improvement goals and supporting a student-centered environment.  Content area coaches also ensure all classroom instruction is accessible to the full range of learners using the UDL principles for effective instructional design and deliver.  Tools and resources are provided to assist with supporting teachers with UDL and Personalized Learning.
 

 

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

Palmview Elementary School ensures that Tier 1 Standards-Based classroom instruction is being implemented properly and effectively by use of our school-wide instructional focused calendars aligned with Florida Standards, which are collaboratively created by staff and coaches in all subject areas across each grade level.  These calendars are completed prior to the school year and submitted to administration.  Learning goals and performance scales are aligned to the Florida Standards are posted, used daily to set purpose for learning and guide teacher instruction.  Lesson plans are written in accordance with Florida Standards, collected and reviewed by administration bi-weekly. Monthly, authentic student work aligned with Florida Standards is created by students and displayed to demonstrate mastery of standards.  Student progress with each standard is monitored and data is collected through bi-weekly formative assessments and monthly checkpoints.  Once the data is analyzed and discussed decisions are then made in reference to instruction and instructional 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?

Palmview Elementary School ensures students have access to informational text for each content area in a variety of mediums through individualized classroom libraries, access to hardback books, paperback books, and e-books through the media center, and through computer based programs such as iReady, Achieve 3000 and Newsela. The school utilizes a variety of programs to meet student needs such as

  • Go Math
  • Engage NY
  • Leveled Readers
  • Content Area Readers
  • Leveled Literacy Intervention
  • Super QAR
  • Phonics for Reading
  • Common Core Coach (ELA & Math)
  • Quick Reads
  • Journeys Write-In Reader and Toolkit
  • Go Math 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?

Palmview Elementary School implements the Broward County Public Schools Social and Emotional Learning Standards to ensure students are developing social and emotional skills by integrating social and emotion learning into

  • all activities, working relationships and interactions
  • the school’s acknowledged curriculum
  • all teaching and learning experiences
  • all aspects of the life and work of school, and
  • its engagement with our families and community.

 

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

At Palmview Elementary School the Social Emotional Learning is explicitly taught and/or integrated school-wide and classroom as follows:

  • School-Wide Positive Behavior Plan – emphasizes school-wide systems of support that include proactive strategies for defining, teaching and supporting appropriate student behaviors to create positive school environments.
  • School-Wide Incentive Programs – Panda Credits Reward System, Student of the Month Breakfast, Student of the Week, Award Assemblies and Principal’s “A” All Star Luncheon.
  • Power of Three – embeds explicit social and emotional expectations in the classroom culture.
  • Quality instruction - supporting all learning as a social and emotional endeavor.
  • Literature studies – ensuring that all literature includes social and emotional content.
  • Active Supervision – engaging with students in a range of contexts.
  • Class Meetings – engaging collaboratively around social and emotional matters.
  • Themes & Topics - structured learning sequences focusing on chosen social and emotional matters.
  • Counseling – therapy and other support services.

 

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

Palmview Elementary school-wide policy and practices supports the social emotional learning for students by continuing to build connections between Social Emotional Learning and academic standards and to identify instructional strategies that integrate the development of students’ social, emotional, and academic skills.  Our systems of support include proactive strategies for defining, teaching and supporting appropriate student behaviors to create positive school environments.  Attention is focused on creating and sustaining Tier 1 supports (universal), Tier 2 supports (targeted group), and Tier 3 supports (individual) systems of support that improve lifestyle results (personal, health, social, family, work, recreation) for all children and youth by making targeted behaviors less effective, efficient, and relevant, and desired behavior more functional.

 

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Teachers are implementing Balanced Literacy instruction within the ELA Reading block. Administration and Support Staff 5/31/2019 Teachers will participate in a variety of professional developments centered around Balanced Literacy such as IRA's, Guided Reading, Shared Reading, Readers Workshop, and Writers Workshop. $0.00
The lowest 25% of students in grades 3-5 will be invited to a morning tutorial lab for Reading and Math, students will be using iReady to help close learning gaps. Administration and Support Staff 5/6/2019 N/A $0.00
Teachers will assess students quarterly using the BAS System. This information will be used to form instructional groups and to plan appropriate mathematics intervention lessons. Administration and Support Staff 5/31/2019 Teachers will participate in professional developments focusing on the administration of the BAS and understanding each level of the BAS system. $0.00

BPIE Files

File Name Uploaded Date
BPIE-2018-Palmview.pdf 10/16/2018