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

Sunshine ES (1171)

School Year

2018 - 2019

School Grade
(2017 - 2018)

A

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

5th Grade English Language Arts

Thursday

1st, 3rd, 5th

9/20/2018 - 5/23/2019

2:15 PM - 3:00 PM

5

4th Grade English Language Arts

Thursday

1st, 3rd, 5th

9/20/2018 - 5/23/2019

2:15 PM - 3:00 PM

4

3rd Grade - English Language Arts

Thursday

1st, 3rd, 5th

9/20/2018 - 5/23/2019

2:15 PM - 3:00 PM

3

2nd Grade - English Language Arts

Thursday

1st, 3rd, 5th

9/20/2018 - 5/23/2019

2:15 PM - 3:00 PM

2

1st Grade - English Language Arts

Thursday

1st, 3rd, 5th

9/20/2018 - 5/23/2019

2:15 PM - 3:00 PM

1

Kindergarten - English Language Arts

Thursday

1st, 3rd, 5th

9/20/2018 - 5/23/2019

2:15 PM - 3:00 PM

K

 


 

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

101

18.80

0.00

0.00

37.60

8.90

01

99

18.20

0.00

0.00

36.40

9.10

02

106

18.90

0.00

0.00

29.20

8.50

03

124

8.90

0.80

0.00

25.80

2.40

04

105

10.50

1.00

0.00

19.00

2.90

05

100

9.00

1.00

0.00

15.00

1.00

 

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

All students are given the core curriculum which is tier one instruction and we also utilize the Multi-Tiered System of Support to meet the needs of students who struggle with Tier one instruction.

We assess our students utilizing a diagnostic test at the beginning of the school year. Students in k-5 are assessed via multiple assessments such as i-Ready, Journeys pre-test, FLKRS and the  BAS assessment.  For screening in Math we use the prerequisite skills inventory for students in grades K - 5.

Next we target the students based on the initial program such as Journey's to support  tier one.  We then add  additional support for tier two and tier three interventions for select students by utilizing supplemental materials such as the writing reader, Journeys Toolkit, Quick Reads, Phonics for Readings, Fundations, Wilsons Fundations K-3, and Leveled Literacy Interventions, Go Math Strategic and Intensive Interventions,LearnZillion, Versitiles, I-Ready and manipulatives.

Once we identify the programs and supplements we focus on time, double dosing and frequency and through differentiation of instruction through the integration of technology.

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Tuesday

9/19/2018 - 6/1/2019

8:15 AM - 2:00 PM

 

School Counseling Plan File

File Name Upload Date

Untitled.pdf

10/16/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

SEL-Action-Plan-2018-(1).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

sac-meeting-dates.docx

September

None

10/20/2018

2018---2019-SAC-ByLaws.pdf

September

SAC ByLaws

10/20/2018

Committee-Membership.html

September

None

10/20/2018

saf-october.docx

October

None

10/20/2018

saf-september.docx

September

SAF ByLaws

10/20/2018

Oct.-SAC-Meeting-10-3-18.pdf

October

Monitored

10/8/2018

Sept.-SAC-Meeting-9-5-18.pdf

September

SAC ByLaws

10/8/2018

 


 

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 upon the results of the 2017 - 2018 Florida Standards Assessments, it was determined that only 59% of our 3rd, 4th and 5th grade students were proficient on the English Language Arts component of the FSA.  In comparison to our math data that showed that 70% of our students in grades 3rd, 4th and 5th were proficient in mathematics.  After conducting an analysis of last year's FSA data, it was determined that as a school our focus will be on English Language Arts for the 2018 - 2019 school year.    By ensuring that we utilize Balanced Literacy model with fidelity, streamline our Tier 2 and Tier 3 interventions and continue to build capacity with our staff on how to utilize and monitor students assessment data and tools to enhance instruction.

 

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?

Best Practice # 1 - A Focused and Authentic PLC

Best Practice #4 - Scaling Up Best Practices

 

 

 

 

 

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

The BEST practices will be scaled-up by providing our instructional staff opportunities to participate in professional learning communities aligned to the ELA standards with an emphasis on Balanced Literacy through conceptual topics. During these sessions, BEST practices will be shared to enhance the teaching of quality Tier 1 literacy program. Teachers will utilize conceptual topics and spiral specific standards across the grade levels. Common assessments will be used to ensure validity and reliability of student results.  Interventions will be put in place based upon student performance in each standard assessed. Idenified students will receive a systematic intervention program monitored by RtT facilitator and support team.

 

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

School will monitor ELA and Math data through iReady diagnostic (3 times a year) and Standards Mastery every 15 - 20 days.
BAS for ELA will be collected quarterly in grades K-3  and 4th-5th grade students who received a Level 1-2 students in grade.

 

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

Utilizing  the RTI process, teachers identify struggling students (behaviorally and academically) based on assessment students and are referred and monitored by the support team to ensure their progress.  Academic camps will be provided for 3-5 grade students who are not at a proficient level according to collected data.  In addition, support staff and administration will be administering double-doses of instruction for both ELA and Math beginning in October.

 

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)?

Through grade level planning,  the needs of students that are on, below, and above grade level are addressed through the instructional cycle.  (Remediation, Intervention, Differentiation, Acceleration)

 

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

Through the use of grade level Instructional Cycles and as part of the focused PLC, all teachers ensure that classroom instruction is delivered at a rigorous level to meet the needs of all students.

 

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?


Core texts utilized in K-5 classrooms to instruct ELA will be as follows: Journeys, Leveled Readers, content area anchor texts, Journeys Write-In Reader, Phonics for Reading, Great Leaps, Primary Phonics, Touch Math, Fundations, and Quick Reads.

 

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

Small groups are taking place in which students are learning Social and Emotional Learning Standards. Students are being taught to cooperate with each other, and express their emotions in a healthy way. 

 

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

The five competencies of the Social Emotional Learning are being integrated in the classroom by facilitating small groups and activities.

 

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

The school promotes respect, responsibility and a safe and nurturing environment. Teachers and staff encourage students to work in partnership, while making a connection. Working with a partner helps kids learn to cooperate and builds community in your classroom.

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Elaina Elhefnawy, Reading Coach 10/13/2018 Canvas Training $1,404.00

BPIE Files

File Name Uploaded Date
BPIE.pdf 10/20/2018