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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

Margate ES (1161)

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

Lesson Study Review/Data Analysis

Thursday

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

9/3/2018 - 5/27/2019

2:00 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

163

17.80

0.00

0.00

22.70

6.10

01

171

14.00

0.60

0.00

17.00

2.90

02

154

7.10

1.30

0.00

16.20

1.90

03

173

14.50

0.00

0.00

26.00

4.60

04

153

14.40

0.00

0.00

24.80

2.60

05

189

15.90

1.10

0.00

28.00

5.80

 

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

1)  We collect formative assessment data as well as a weekly I-Ready report.  
2)  We use the core textbooks as a resource: Journeys, Go Math and Science.  The standards drive our instruction.  Teachers use leveled materials for reading in small guided reading groups.  The Guided Leveled readers as well as the Nonfiction Guided Cards are used in small groups.  The leveled Social Studies materials are used.  We use Leveled Literacy Intervention as our primary intervention.  We also use other research based intervention programs such as: Phonics for Reading, Fundations, Dr. Haggerty's, Seeing Stars, Quick Reads, Moving with Math and the I-ready Lesson plans.  
3)  We have target our lowest 25th percentile and identified them in a "visual" pocket chart hanging in our data room.  These students will be monitored closely to see if they are moving towards learning gains.  Students will receive a color code.  Once they move to the next level, their color will change.  
4)  Margate Elementary is a School for All.  We teach each child as an individual.  We have students monitoring their own progress with their SWAG (Students With Academic Goals) folder. Teachers have weekly conversations with the students regarding their learning and progress towards their goals.  Administration and support staff have quarterly SWAG conversations with students and the academic success.   This year we are implementing an Response to  Intervention half hour.  Students in grades 1st-5th will spend 20 minutes in "Turbo Time" groups.  Students are grouped according to their levels.  Our students above level will be participating in STEM/ enrichment lessons/activities.  Students meeting criteria will continue to have lessons and instruction geared to pushing them to become more proficient.  Then our most at risk students are meeting with other support staff to receive intensive remediation at their level.  
     Any students that are not progressing to the district goals are identified and brought to the Collaborative Problem Solving Team.  At this time, interventions are discussed and closely monitored.  The team reconvenes after 6 weeks and discusses wether the student is progressing towards the goal with the interventions being implemented.  If the response is postive the team decides to continue with interventions as designed.  If the response is questionable, the team then decides next steps.  This follows the county's MTSS plan.
     In addition, we have Professional Learning Communities centered around the Universal Design for Learning principles.  Teachers have read articles from the CAST website.   

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Thursday

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

9/13/2018 - 5/16/2019

7:30 AM - 2:00 PM

 

School Counseling Plan File

File Name Upload Date

GuidancePlanMargateES.pdf

10/19/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

SEL-Action-Plan-2018.pdf

11/20/2018

 


 

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

Committee-MembershipMargateES.pdf

November

SAC ByLaws

11/2/2018

SAF-September-Sigh-in-2018.pdf

October

SAF ByLaws

10/18/2018

SAF-September-2018.pdf

October

SAF ByLaws

10/18/2018

SAC-dates-.pdf

October

None

10/18/2018

SAF-dates.pdf

October

None

10/18/2018

SAC-October-2018.pdf

October

SAC ByLaws

10/18/2018

SAC-September-Sign-in.pdf

September

Developed

9/17/2018

SAC-September-2018.pdf

September

Developed

9/17/2018

SAC-By-Laws-2018-2019-.pdf

October

SAC ByLaws

9/14/2018

SAF-Bylaw-Margate-Elemenyary2018.pdf

October

SAF ByLaws

9/14/2018

 


 

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, our school will be focusing on the achievement of our students in the area of literacy through the use of the Benchmark Assessment System to guide our small group Guided Reading instruction. Our school has demonstrated a continual increase in sucess in mathematics.  However, we plan to target our lowest 25% in math.  Our most recent FSA data indicates that we have scored signifigantly below the achievement for our students in regards to literacy.  We did see our Science scores increase 5 points after a loss of 10 points the previous year.  We want to see more improvement in the area of Science.  

 

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?

The current best practice being scaled up is the continuation of weekly grade level PLC's centered around unwrapping the standards, planning instructional units/lessons and sharing best practices amongst team members, administration and the curriculum team.  We are also having a whole school RTI time focused on providing enriching and remediating our students.  Teams will be going though Lesson Study and Data Team Reviews throughout the year.  

 

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

The Best Practice will be scaled up through the weekly PLC grade level meeting where we will  analyze data.   Then we will conduct lesson study reviews to improve instructional practices.  Teachers will also be analyzing the BAS and using the Literacy Continuum to create individual teaching targets for the students.  2 of the PLC's will take place with administration and support staff.  The 3rd meeting will take place with the grade level team members.  We will also work on planning interactive read alouds.  In November, the PLC's will change focus and we will focus on Math.  Specifically on Planning and implementing Standards Based Math Instruction.  

 

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

i-Ready data is collected on a weekly basis by the teachers, administration and support staff.  Classroom formative data is collected after a 6 week cycle.  The data is then discussed with their support staff/administration team leader.  

 

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

The school ensures the fidelity of students not porgressing towards school and district goals through data tracking meeting and Response to Intervention meetings. 

 

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)?

One of our school motto's is "A School for All".  This is truly embraced at Margate Elementary.  We make sure that we are reaching all out students in planning and in teaching.  

 

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

The school ensures that Tier 1 instruction is being implemented through data cycle chats.   Administration and all support staff are involved in data chats.  If the teacher is not having 62% of their class reaching proficiency, targeted support is provided through a support staff team member.  

 

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 can access our Leveled Bookroom, "Literacy Leaps".  In this bookroom, there are instructional texts found at each level.  The county has also supplied the school with Social Studies guided texts at each reading level.  Our teachers use Leveled Literacy Intervention as a Tier 2 intevention.  

 

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 were given the Social and Emotional Learning standards to help with planning.  Through PLC meetings, we also discuss and plan on ways to nuture and how to become sensitive to the needs of the children that we teach.  

 

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

Teachers will develop or use Lesson plans through L.E.A.P.S to help faciliate discussions within their classrooms.  
Goal 1: Develop self-awareness and self-management skills to achieve school and life success
Goal 2: Use social-awareness and interpersonal skills to establish and maintain positive relationships.
Goal 3: Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts

 

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

Being a PBIS (Positive Behavioral Intervention Support School), we feel that by addressing the needs of students in a positive way, we are being proactive in the Social Emotional learning for students.  We are beginning a Mentoring program for most at risk/Level 1 students in Grades 3-5.  

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Utilization of daily formative assessments to drive instruction with emphasis on students reflection on learning and goal attainment. Thomas Schroeder, Vicki Flournoy, Patricia Moore and Shannon Mills 6/4/2019
Providing differentiated instruction through utilization of our Guided Reading Resource room through the management system of Daily Five and CAFE. Patricia Moore, Literacy Coach 6/4/2019 PLC
Provide rigorous learning goals and performance scales through the implementation of standards based instruction. Thomas Schroeder, Vicki Flournoy, Patricia Moore and Shannon Mills 6/4/2019 PLC
Providing differentiated instruction through the utilization of small group math instruction and the implementation of math centers. Shannon Mills, Math Coach 6/4/2019 District Trainings
Professional learning communities to collaboratively plan interdisciplinary units of instruction based of the Florida State Standards. Thomas Schroeder, Vicki Flournoy, Shannon Mills, Patricia Moore 6/4/2019
Monthly assessment meetings to analyze monthly assessments in ELA, Mathematics, Science and Writing. Data teams will generate interventions, trends and action steps to increase student achievement results for goal attainment. Thomas Schroeder, Vicki Flournoy, Patricia Moore and Shannon Mills 6/4/2019 PLC
Incorporate Lucy Calkins Writing for the core instruction into content areas. Patricia Moore, Literacy Coach 6/4/2018 PLC
Grade-level science kits developed by team members for collaboration and sharing. Jan Hameister 10/1/2018 PLC
Grade level intervention based program for struggling students through utilization of resource personnel and the research-based program LLI by Fountas and Pinnellas. Patricia Moore, Literacy Coach 10/1/2018 PLC
Implement a Response to Intervention time within the school day to enrich and remediate students based on their academic need. Thomas Schroeder, Vicki Flournoy, Patricia Moore and Shannon Mills 6/4/2019
All students in grades K-5 will utilize an electronic reading program to aid in their reading and math development. All students students will utilize I-Ready. Thomas Schroeder, Vicki Flournoy, Patricia Moore and Shannon Mills 6/4/2019
Students in Grades 3-5 have one to one laptops. Teachers have all been Canvas trained. Thomas Schroeder, Vicki Flournoy 6/4/2019 Canvas
All students will have an individual SWAG folders (Students with Academic Goals) based on their visible learning. Thomas Schroeder 6/4/2019
Balanced utilization of literature and informational text in small guided reading groups and in classroom libraries. Patricia Moore 6/4/2019 PLC

BPIE Files

File Name Uploaded Date
BPIE-2018.pdf 10/18/2018
MGE-BPIE.pdf 10/18/2018
MGE-BPIE.pdf 10/18/2018