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

Sheridan Park ES (1321)

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

1321_ELA_Specials

Wednesday

2nd, 4th

8/12/2018 - 3/27/2019

2:00 PM - 3:00 PM

1321_ELA_5

Wednesday

2nd, 4th

8/12/2018 - 3/27/2019

12:15 PM - 1:45 PM

5

1321_ELA_3

Wednesday

2nd, 4th

8/12/2018 - 3/27/2019

9:50 AM - 11:20 AM

3

1321_ELA_1

Wednesday

2nd, 4th

8/12/2018 - 3/27/2019

8:15 AM - 9:45 AM

1

1321_ELA_4

Wednesday

1st, 3rd

8/12/2018 - 3/31/2019

12:15 PM - 1:45 PM

4

1231_ELA_2

Wednesday

1st, 3rd

8/12/2019 - 3/27/2019

9:50 AM - 11:20 AM

2

1321_ELA_K

Wednesday

1st, 3rd

8/12/2018 - 3/27/2019

8:15 AM - 9:45 AM

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

105

21.00

0.00

0.00

42.90

13.30

01

96

11.50

0.00

0.00

32.30

6.30

02

119

10.10

0.00

0.00

28.60

3.40

03

128

14.10

0.00

0.00

21.90

4.70

04

125

8.80

0.00

0.00

18.40

1.60

05

135

10.40

0.00

0.00

23.00

0.70

 

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

Through grade level data conversations, students with early warning indicators are identified and discussed during th MTSS process.  Interventions are put in place and tracked through the RTI process as well as in BASIS.  Meetings are held regularly to discuss the progress of these students and to determine if interventions are being successful or if modification need to take place. Academic interventions will be identified through the Elementary MTSS Literacy and Math Interventions chart  with interventions such as Leaveled Literacy Interventions (LLI), Phonics for Reading, QAR, and other interventions appropriate to the students area of need.  Behavior interventions will be addressed through behavior contracts and collaboration with the parents, administration, school social worker, guidance counselor, and psychologist.  

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Thursday

2nd, 4th

8/23/2018 - 5/30/2019

8:00 AM - 2:00 PM

Thursday

2nd, 4th

9/13/2018 - 5/16/2019

8:00 AM - 3:00 PM

 

School Counseling Plan File

File Name Upload Date

ASCA..pdf

11/19/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

1321_SPE-SEL-PLAN.docx

11/2/2018

 


 

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

SAF-October-Sign-in.pdf

October

A+ Funds

11/19/2018

SAF-Agenda-September.pdf

November

A+ Funds

11/19/2018

SAC-Dates.pdf

October

A+ Funds

11/19/2018

By-Laws.pdf

October

SAC ByLaws

11/19/2018

October-Agenda_Final.pdf

October

A+ Funds

10/27/2018

September-2018_meeting-minutes_Final.pdf

October

A+ Funds

10/27/2018

May-2018-SAC-meeting-minutes-Draft__FINAL.pdf

October

A+ Funds

10/27/2018

Sign_in_Ocotber.pdf

October

A+ Funds

10/27/2018

Sig_in_September.pdf

October

A+ Funds

10/27/2018

September-Agenda-final.pdf

October

A+ Funds

10/17/2018

 


 

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 SES Band Data, ELA would be the focus area for improving student achievment.  

 

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?

Grade Level PLCs on ELA
Benchmark Assessment System (BAS) for assessment and to guide small group instruction
Thinking Maps 
LLI
Small Group Guided Reading
Differentiated Lerning Centers
BAS scores
Iready scores
 

 

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

Implementation of grade level PLCs focusing on ELA will assist teacher in planning high quality tier one instruction.
Small Group Guided Reading for all grade levels.
Incorporation of differentiated centers that are aligned to the student's instructional levels.

 

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

BAS (Benchmark Assessment System) and Iready  will be use at the beginning, middle and end of school year. Additionally, School City will be used to generate standards based assessments that will be reviewed and monitored at the monthly PLC meetings.  Data is collected electronically and reviewed bi-weekly.  

 

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

Assessment results are reviewed by the leadership team and at the bi-weekly PLCs by the grade level teams.  Students not making progress toward the goals are referred to the RTI team where the student's progress is discussed and interventions are put in place.  The RTI team meets be-weekly to review the progress of students in RTI.

 

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 plan based on the standards individually and in teams.  Administration and support staff participate in PLC meetings where planning is taking place and ensures the UDL planning process is in place.  Administration will hold walk throughs periodically to ensure proper delivery of instrauction.  . 

 

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

Teachers have been trained in Balanced Literacy and administration conducts walk throughs on a regular basis to ensure proper implementation.  The literacy coach also visits classrooms on a regular basis to model instruction and support the teachers.  

 

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?

SPE uses a variety of resources in order to ensure we are meeting the intent of the standards.  Those resources include the Journeys core reading program, scholastic leveled library, balanced literacy resources, Scholastic News, iready, phonics for reading, etc.

 

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

We use the following programs to ensure students are developing a social and emotional skillset:

  • Sanford Harmony
  • Start With Hello (Sandy Hook Promise)
  • Noone sits alone
  • LEAPS

 

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

1.  Develop self awareness and self management skills to achieve school and life Success:  Class dojo, clip it up, Pawsitive behavior tickets, Go noodle.  
2.  Use social-awareness and interpersonal skills to establish and montain positive relationships:  Safety patrol, s
3.  Demonstrate decision making skills and responsible behaviors in personal, school, and community contexts:  academic competetions, 

 

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

SPE policies and practicces support SEL for students by fostering a strong sense of connectivity and community.  Students feel comfortable expressing themselves.  They have opportunities to become part of multiple organizations and within those, they learn how to handle conflict, develop friendships, and how to make others feel welcome.  We also support several service learning projects throughout the year such as a backpack and school supply drive for hurricane victims, a harvest drive, jump rope for heart and more to develop a strong sense of community.  

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Small Group Instruction, hands on math, camps Math Coach, teachers, adminsitration 5/31/2019 District math training on small groups, standards based instruction
Saturday camp, Departmentalization in 4th and 5th Grade Literacy and MAth Coach 5/31/2019 New Science Curriculum training
Provide students with resources needed for camp Literacy and MAth Coach 5/1/2019 Balanced Literacy, BAS, Responsive Literacy, iready teacher toolbox

BPIE Files

File Name Uploaded Date
1321_BPIE-2018-2019.pdf 10/27/2018