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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

Pembroke Pines ES (1221)

School Year

2018 - 2019

School Grade
(2017 - 2018)

B

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

PPE PLC

Wednesday

2nd, 4th

9/26/2018 - 5/22/2019

2:20 PM - 3:00 PM

3, 4, 5

PPE PLC

Wednesday

1st, 3rd

9/26/2018 - 5/22/2019

2:20 PM - 3:00 PM

Pre K, K, 1, 2

 


 

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

86

11.00

1.00

0.00

N/A

0.00

01

97

8.00

2.00

0.00

0.00

5.00

02

99

9.00

1.00

0.00

0.00

1.00

03

99

9.00

3.00

0.00

23.00

4.00

04

102

9.00

1.00

0.00

21.00

0.00

05

116

7.00

3.00

0.00

32.00

0.00

 

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

- Track student attendance mid and end of each quarter - see attendance plan.
- RTI meetings held mid and end of each quarter to discuss those students with multiple warning indicators.
- RTI provided to all students with level 1 in ELA and math that are not ESE or ESOL.
- Data tracked for all Tier 1 and RTI interventions for all lowest quartile students. 

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Monday
Tuesday
Wednesday
Friday

1st

10/1/2018 - 5/25/2019

8:30 AM - 2:00 PM

Monday
Tuesday
Wednesday
Thursday
Friday

4th

10/1/2018 - 5/20/2019

8:30 AM - 2:00 PM

-

-

 

School Counseling Plan File

File Name Upload Date

School-Counseling-Plan-1221.pdf

10/12/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

SEL-Action-Plan-2018--final-2018-19-for-OSPA.docx

11/30/2018

1221_10182018_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

May-20-SAC-SAF-Meeting.pdf

May

Monitored

5/20/2019

April-15-2019-SAC-SAF-Meeting.pdf

May

None

5/9/2019

April-15-2019-SAC-SAF-Meeting.pdf

May

None

5/9/2019

March-18-2019-SAC-SAF-Meeting.pdf

March

Monitored

3/19/2019

February-11-2019--SAC-SAF-Meeting-.pdf

February

Monitored

2/14/2019

January-28-2019-SAC-SAF-Meeting.pdf

January

Monitored

1/31/2019

PPE-2018-2019-Mid-Year-Reflection.pdf

January

Monitored

1/31/2019

PPE-A-Plus-Ballot-&-Voting-Sign-in-12-14-2018.pdf

December

A+ Funds

1/16/2019

December-17-SAC-SAF-Meeting.pdf

December

A+ Funds

12/19/2018

December-04-SAC-SAF-Meeting.pdf

December

A+ Funds

12/11/2018

November-19-SAC-SAF-Meeting.pdf

November

Developed

12/11/2018

SAC-Composition-18-19-1.pdf

October

None

10/24/2018

oct-18-SAC-SAF-meeting.pdf

October

Monitored

10/24/2018

SurveysReportPrint-PPE-Student.pdf

October

None

10/15/2018

SurveysReportPrint-PPE-STAFF.pdf

October

None

10/15/2018

SurveysReportPrint-PPE-Parent.pdf

October

None

10/15/2018

SAF-by-laws.pdf

October

SAF ByLaws

10/8/2018

18-19-SAC-ByLaws.pdf

October

SAC ByLaws

10/8/2018

Sept-17-18---SAC-SAF-meeting.pdf

October

SAC ByLaws

10/8/2018

PPE-SAF-calendar.pdf

September

None

9/4/2018

PPE-SAC-Calendar.pdf

September

None

9/4/2018

 


 

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?

Math will be the focus for improving student achievement, specifically the performance of students in the lowest quartile and our ESE students.  This area was chosen because of our FSA data.
The learning gains for all students decreased 3% points from 66% to 63% over the last 2 years.  The learning gains for students in the lowest quartile incresed from 44% to 45% over the same period.

 

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 BEST practice that will be implemented is BEST Practice 4. Scaling up BEST practices.
The BEST practices that will implement are
1. Spiraling 
2. Small group instruction
 

 

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

Spiraling will be introduced in the 2nd quarter of the school year.  It will be utilized in a 15 minute period each day that is outside the math block.  
Teachers will use student data to create small groups and work with struggling students in small group each day.  Teachers will use this time to reteach and provide remediation to students on standards they are weak in.
ESE students will be pulled by a math resource teacher in a small group for remediation and re teaching based on data from Iready assessments.

 

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

I ready Checkpoint data for reading and math is collected 3 times per year
I ready Standards based mastery for reading is collectd weekly or biweekly

 

 

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

Students in the lowest quartile are pullled weekly for additonal support in either math or reading by resource teachers.  These teachers provide remedation to students on standards that they are weak on based on assessment data
The data of these students are also monitored by the resource teachers

 

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)?

Teachers are provided training in providing instruction to meet the needs of all students.  Small group instruction and differentiated instruction are some of the strategies that teachers are using to ensure that they are meeting the needs of all students.  Teachers are also presenting information to students in a variety of ways to ensure that they have multiple opportunities to gain mastery.

 

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

Teachers either have been trained or are being trained in Balanced Literacy (BAS and Responsive literacy)
They then work closely with the literacy coach who provides support by planning lessons, modeling lessons and providing feedback to teachers.
Administration observes teachers as they implement the componets are also offer feedback.

 

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 are provided with a variety of informational texts for their classroom libraries to support instruction. Additionally, the students can access Newela, ReadWorks, ThinkCentral, Scholastic News, and Discovery Education Online.  

 

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.

With our Schoolwide training in Differrentiated instruction, RTI process, targeted interventions, and support through added intensive intervention, students showed gains in phonics and fluency, as well as basic math computation skills.  Meeting every six weeks with the RtI Team and individual teachers provided us the opportunity to monitor our students' levels of performance and streamline strategies to meet their needs in challenging areas.  Team Leaders also met quarterly to discuss BAS data and posted results in our Data Chat room.  iREADY Checkpoint data for reading and math was collected 3 times per year and provided reliable diagnostic screening to plan "next steps" for targeted grooups.  The data generated by iREADY Standards based mastery for reading on a weekly and biweekly schedule provided a means to track student mastery, while providing teachers with information to utilize in spiral review and remediation efforts.

By June 2019, we were able to have 57.1% of our 3rd-5th grade students meet or exceed their FSA Reading (ELA) proficiency standards, 68% of our 3rd-5th grade students meet or exceed their FSA Math proficiency standards, and 37.1% of 5th grade students meet or exceed their Science proficiency standards.

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Effective use of the math block, using small group instruction Natasha Bell/Lisa Rodriguez 11/12/2018 1 teacher from grades 3-5 will attend a 2 day math training on small group instruction and bring back information to other teachers. Heidi Clay from Elementary Learning will visit classrooms to observe implementation and support teachers.
Effective use of the math block, using small group instruction Natasha Bell/Lisa Rodriguez 11/12/2018 1 teacher from grades 3-5 will attend a 2 day math training on small group instruction and bring back information to other teachers. Heidi Clay from Elementary Learning will visit classrooms to observe implementation and support teachers.
Implementing spiraling Natasha Bell/Lisa Rodriguez 10/22/2018
Implementing spiraling Natasha Bell/Lisa Rodriguez 10/22/2018

BPIE Files

File Name Uploaded Date
1221_BPIE_2015.pdf 10/15/2018