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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

Nova Eisenhower ES (1271)

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

NEE ELA Team Data Analysis

Wednesday
Thursday

3rd

8/8/2018 - 5/15/2019

8:30 AM - 9:15 AM

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: 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

124

13.00

1.00

0.00

N/A

0.00

01

126

4.00

0.00

0.00

0.00

0.00

02

126

12.00

0.00

0.00

0.00

0.00

03

126

11.00

1.00

0.00

16.00

4.00

04

134

14.00

1.00

0.00

28.00

2.00

05

131

8.00

1.00

0.00

28.00

0.00

 

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

Intervention is implemented based on individual student's needs.  Intervention presently in place:
-  Phonics for Reading
-  I Ready
-  Classroom small group instruction

-  Leveled Literacy Intervention
-  Math special for grades 3-5
 

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Thursday

1st, 2nd, 3rd, 4th

9/6/2018 - 5/30/2019

9:45 AM - 3:15 PM

 

School Counseling Plan File

File Name Upload Date

image2018-09-28-092426.pdf

9/28/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

SEL-Action-Plan-Revised-2018.pdf

1/24/2019

 


 

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

March_SAC_Member_Guest_Attendance.pdf

April

SAC ByLaws

4/22/2019

April_SAC_Member_Guest_Attendance.pdf

April

Monitored

4/21/2019

April_15_2019_SAC_PPT.pdf

April

Monitored

4/21/2019

April_15_2019_SAC_Agenda.pdf

April

Monitored

4/21/2019

March_11_2019_SAC_PPT.pdf

April

SAC ByLaws

4/21/2019

March_11_2019_SAC_Smart_Bond_Proposed_Items.pdf

April

None

4/21/2019

March_11_2019_SAC_Minutes-Final.pdf

April

None

4/21/2019

March_11_2019_SAC_Agenda.pdf

April

SAC ByLaws

4/21/2019

January_28_2019_SAC_Agenda.pdf

March

Monitored

3/12/2019

January_28_2019_SAC-_Minutes.pdf

March

Monitored

3/12/2019

January_28_2019_SAC_Committee_and-_Guest_Attendance(1).pdf

March

Monitored

3/11/2019

SIP_-Mid-Year-Reflection_January-2019.pdf

January

None

1/30/2019

December_10_2018_SAC_PPT.pdf

December

Monitored

1/24/2019

October_8_2018_PPT.pdf

October

Developed

1/24/2019

September_17_-2018_PPT.pdf

January

Monitored

1/24/2019

November_5_2018_PPT.pdf

November

Monitored

1/24/2019

SAF-Bylaw-Template.pdf

October

None

1/24/2019

SAC_SAF_2018-2019_Meeting_Dates.pdf

October

None

1/24/2019

November_5_2018_SAF-Agenda.pdf

November

None

1/24/2019

November_5_2018_SAC_Agenda.pdf

November

Monitored

1/24/2019

December_10_2018_SAF-Agenda(1).pdf

December

None

1/23/2019

December_10_2018_SAC_Agenda(1).pdf

December

Monitored

1/23/2019

December_SAC_SAF_Member_Guest_Attendance.pdf

December

Monitored

1/19/2019

December_10_2018_SAF_Minutes.pdf

December

None

1/19/2019

December_10_SAC_Agenda_Minutes.pdf

December

Monitored

1/19/2019

Composition-Report-12_19_18.pdf

December

None

12/19/2018

November_5_2018_SAC-_Minutes.pdf

November

Monitored

12/11/2018

November_5_2018_SAC_Committee_and-_Guest_Attendance.pdf

November

Monitored

12/2/2018

October_8_2018_SAC_Minutes.pdf

November

Monitored

11/11/2018

October_8_2018_SAC_Committee_and-_Guest_Attendance.pdf

November

Monitored

11/11/2018

SAC_Meeting_Minutes_Sept_17.pdf

October

None

10/10/2018

SAC-Committee-Membership.pdf

October

None

10/9/2018

October_8_-2018_Agenda.pdf

October

Monitored

10/9/2018

Sept_17_SAC_Member_Attendance.jpg

October

None

10/9/2018

Sept_17_SAC_Guest_Attendance.jpg

October

None

10/9/2018

Sept_17_2018_Agenda.pdf

October

Monitored

10/9/2018

May_2018_Agenda_Minutes.pdf

October

Monitored

10/9/2018

SAC_ByLaws_-2018-2019.pdf

October

SAC ByLaws

10/9/2018

 


 

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?

The content areas of focus to improve student achievement are Math and Reading. These areas were chosen in accordance to our 2017-2018 FSA learning gains.  Our Math gains stayed lateral, while our Reading gains decreased by 4 points.

 

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?

Small group instruction, formative assessments, monthly mastery assessments, assistance from the school literacy coach with PLC’s, as well as paraprofessional push and pull out support will be implemented to improve teaching and learning in an effort to increase performance.

 

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

In reading - A system has been coordinated to have PLC meeting two times per month and extended PLC meetings on planning day.  The PLC’s will be organized by grade levels. The grade levels will work closely with the literacy coach to discuss and plan standard instructional cycle. Each grade level will work collaboratively to plan the resources needed for tier 1, small group and formative assessments. Grade level chairs will communicate with literacy coach to agree on a monthly mastery assessment date which will cover the standards presented on the PLC cycle. This will be followed up by a schoolwide PLC meeting where all grade levels will meet in the media center to discuss and analyze mastery assessments.  This will give an opportunity for the literacy coach and school administration to participate with each grade level in the discussion and next step planning.

Each class is expected to use whole group instruction, followed by small group and centers-based learning and standard practice/enrichment.

In math – a specials class is focused on math manipulatives and extended learning.  This class is visited by all classes on a rotation-based schedule of four continuous days every.  The math specials teacher communicates with each grade level to identify the needs and standards needed to reinforce in math. In class, whole group instruction will be followed by small group instruction and centers-based learning/standard practice/enrichment.

 

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

School level progress will be monitored using performance data from

  • I-Ready Mastery Assessment for grades 3, 4, and 5. 
  • BAS will be administered for grades K, 1, 2, and 3 in addition to teacher formative assessments
  • BAS will be administered to all FSA level 1 and 2 in grades 3,4, and 5
  • Teacher created formative assessments
  • DBQ for grade 4 and 5
  • Small group guided reading
 

 

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

To ensure fidelity of students not progressing towards school and district goals all grade levels will continuously analyze data from both reading and math assessment, particularly monthly mastery assessments. Additionally, BAS testing will take place periodically for all K,1, 2, and 3 and FSA level 1 and 2 to track student reading levels. Administration will meet with each individual teacher for a data chats to analyze scores and discuss best practices in the classroom.

 

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)?

Differentiated instruction is practiced in all learning environments. In addition to teacher created centers, resources are available for teachers to improve differentiated instruction and to increase student engagement though balanced literacy book sets and the school’s media center. Through SSO and other media sources, students are provided with a variety of programs that are differentiated to meet their interest and instructional need.  Some of these programs include; NewsELA, Vocabulary.com, Khan Academy, Flocabulary, Learning.com and other academic web-based programs.

 

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

To ensure Tier 1 standards-based classroom instruction sis being implemented properly and effectively, all grade levels have generated 2018-2019 instructional focus calendars for math. ELA and science (5th grade) that is based of the 2018 end of year data. Grades levels continue to expand and adjust the instructional focus calendars based on formative assessment data and student needs.  Monthly mastery assessments will be administered to analyze results and identify the next instructional goals to ensure all students are working toward mastery of all the standards prior to the FSA assessments.

 

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?

The school has a media room for teachers with scholastic book sets, by literacy levels, to use for intervention and small group instruction.  Teachers check out the leveled reader book sets as needed for intervention and small group instruction.  The media room also hold the LLI sets, which teachers can check out according to their intervention levels. In addition to these sources, the school also provides Phonics for Readers, Wilson Foundations, Super QAR and Quick Reads available for appropriate grade levels,  

Student have balance of literary and informational texts in their classroom libraries, the media center and through Single-Sign-On.  Some of the online programs available are: NewsELA, iReady, Vocabulary.co, Flocabulary, Khan Academy, and other academic web based programs involving informational texts.

 

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.

FSA results indicate that we were successful in meeting the needs of students in overall ELA Achievement. The number of students achieving learning gains in this category increased by 1 percentage points from the previous year. Our ELA gain of the lowest 25% declined by 10 percentage points. The intervention programs utilized will be reviewed to ensure we continue to realize gains in the academic achievement of our neediest students.  Additionally, we will streamline Tier I instruction to ensure our proficient students continue to demonstrate an upward trend in FSA ELA scores.  In the area of Math, we increased by 1 percentage point in the overall achievement level from the prior year among proficient students.  Students in the Lowest 30% for Math showed a 10 percentage point decrease in learning gains.  As a result of these decreases, we will review our TIER I instruction in math to ensure the proper interventions are in place.  We will also improve our MTSS/RtI process for struggling students in math.

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Administering iReady monthly mastery assessments Literary Coach, Administration, Classroom Teachers 5/1/2019 Extended Learning Opportunities, Supplemental Instructional Materials
Math Specials grades 3-5 to support daily instruction, I-ready monthly mastery assessment Math Resource Teacher, Administration, Classroom Teacher 5/1/2019 Math related professional development workshops Extended Learning Opportunities, Supplemental Instructional Materials
Small group instruction and/or center activities Classroom teacher 5/1/2019 As needed Extended Learning Opportunities, Supplemental Instructional Materials

BPIE Files

File Name Uploaded Date
BPIE_NEE.pdf 11/6/2018