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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

Dr. Martin Luther King Montessori Academy (1611)

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

1611 K-5 Mathematics and ELA; 5th Grade Science PLC

Tuesday

2nd, 4th

9/18/2018 - 4/23/2019

3:00 PM - 4:00 PM

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

66

22.70

7.60

0.00

36.40

7.60

01

74

16.20

5.40

0.00

31.10

6.80

02

60

18.30

10.00

0.00

31.70

13.30

03

68

17.60

10.30

0.00

38.20

13.20

04

72

20.80

8.30

0.00

38.90

8.30

05

63

11.10

3.20

0.00

49.20

4.80

 

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

The intervention strategies employed by Dr. Martin Luther King, Jr. Montessori Academy to improve the academic performance of students include the following:
ELA Strategies:

  • Uninterrupted Intensive Reading Hour in grades K-5 (Extended Hour)
  • Uninterrupted 90-Minute ELA Block in grades K-5
  • Primary Phonics used for phonics instruction in grades K-1
  • Phonics for Reading used for phonics instruction in grades 2-5
  • Wordly Wise used for vocabulary development in grades 3-5
  • Super QAR used for comprehension support in grades 2-5
  • QuickReads used for fluency practice in grades 2-5
  • Journeys Literacy and Reading Tool Kit used to support all components of reading in grades K-5
  • Leveled Literacy Intervention (LLI) used to support all components of reading in grades K-5
  • i-Ready used to support all components of reading in grades K-5
  • Push-in Support by Instructional Coaches
  • ELO English/Language Arts Camp for grades 3-5
Mathematics Strategies:
  • Calendar Math used to build foundational skills in grades K-5
  • Acaletics used to spiral all math standards in grades 2-5
  • Fluency Drills used to build foundational skills in grades 3-5
  • Uninterrupted 70-Minute Mathematics Block
  • i-Ready used to enrich and remediate mathematics standards in grades K-5
  • Reflex Math used to build fluency with foundational skills in grades 3-5
  • Push-in Support by Instructional Coaches
  • ELO Math Camp in grades 3-5
Science Strategies:
  • STEMscopes program in grades K-5
  • Science A-Z
  • Science Push-in for grade 5
  • JJ Boot Camp for grades 3-5
  • ELO Science Camp

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Wednesday

1st, 2nd, 3rd, 4th

9/12/2018 - 5/29/2019

8:30 AM - 3:00 PM

 

School Counseling Plan File

File Name Upload Date

1611_mlk_ASCP.pdf

9/21/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

1611_10182018_SEL-Action-Plan-2018.docx

11/30/2018

SEL-Action-Plan-2018.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

1611_MLK_SACbylaws_2018.pdf

November

ByLaws

11/2/2018

1611_MLK_SACNotes91818.docx

October

Developed

10/30/2018

1611_MLK_SACNotes_101618.docx

October

Developed

10/30/2018

MLK_SACAgenda_101618.docx

October

Developed

10/30/2018

1611__MLK_Execsummary_2018-19.docx

October

None

10/30/2018

1611_MLK_101618_sacsignin.pdf

October

Developed

10/30/2018

MLK_SACAgenda_91818.docx

October

Developed

10/30/2018

1611_mlk_saccomp_2018_2019.pdf

October

Developed

10/30/2018

1611_mlk_saccomp_2018_2019.pdf

October

None

10/18/2018

 


 

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?

Literacy will be the area of focus for improving student achievement. Currently, our 2018 FSA Achievement proficiency for 3-5 is 27%. Our 2019 goal is 38%. Our 2018 FSA Learning Gains proficiency is 35%. Our 2019 goal is 50%. Our 2018 FSA Lowest Quartile Learning Gains proficiency is 34%. Our 2019 goal is 54%. 

 

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?

Literacy Areas to Scale-Up:

  • Deconstructing reading standards and use of Question Stems
  • Establishing resources for PLC work (IFCs, Test Specs, DOK Wheel, Deconstruct Guide, Technology)
  • Plan effective lessons
  • Effective delivery of instruction
  • Using formative assessments to check for understanding
  • Instruction aligned to new Test Specs
  • Make & Take Artifacts (Anchor Charts & Lesson Plan Outline)
  • Guided Reading Scaffloding
  • IReady Follow-up PD
BEST Practices:
  • UBD - Understanding by Design - Assessment Analysis, Student Work Analysis, and Item Analysis
  • Marzano's Super Seven Instructional Best Practices
  • Uninterrupted Intensive Reading Hour in grades K-5 (Extended Hour)
  • Uninterrupted 90-Minute ELA Block in grades K-5

 

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

Through ongoing PLCs, PD, Data Analysis Sessions, Video Viewing, Case Studies, Role Play, Discussions, Experiential Leanring, Probing Questions, and Coaching teachers will be able to:

  • incorporate Marzano's Super Seven Instructional delivery strategies to increase students' understanding of reading concepts. 
  • analyze asessments and students' work to inform instruction.

 

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

Progress Monitoring Data:

  • District BAS (quarterly)
  • Keystones (3rd Gd.)
  • SchoolCity (end-of-cycle)
  • Core Program Assessments (end-of-cycle)
  • iReady (quarterly)

 

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

According to student data, teachers reteach skills/strategies and provide opportunities for students to show understanding of the concepts taught by means of authentic tasks and guided practice. Students are also given the opportunity to increase their success with push in support from academic coaches to assist in their areas of weakness. On-going progress monitoring through checkpoints, cold reads, student work, interactive journals, performance tasks and center activities. Teachers are also given professional development to increase their knowledge of the standards, skills and concepts that will support the teachers instruction to assist the students that are not progressing towards their goal.

 

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)?


All teachers plan high quality instruction to meet the needs of all learners by involving effective teaching practices and differentiation of instruction based on student need and instructional levels. Collaborative planning and PLCs support teachers with individual classroom needs. In addition, there's professional learning days and attending school & district professional learning opportunities, teachers prepare and plan effective instruction to meet the needs of all learners. This involves using effective teaching practices, strategies, providing differentiate instruction, using different modalities of learning and tracking student data. 

 

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

Tier 1 standards-based classroom instruction is being implemented properly and effectively through support of the school Literacy Coach.  Teachers are actively attending training sessions on Balanced Literacy through Broward County Professional Development as well as through integrating Balanced Literacy stratgeies into PLC practices. Teachers are using exemplar lessons for shared and interactive reading via the Elementary Learning Canvas course.

 

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: Journeys Program and Leveled Literacy and Informational Text Titles

Intervention & Supplemental:

  • Leveled text, mentor text, paired text, science & social studies text
  • Primary Phonics used for phonics instruction in grades K-1
  • Phonics for Reading used for phonics instruction in grades 2-5
  • Wordly Wise used for vocabulary development in grades 3-5
  • Super QAR used for comprehension support in grades 2-5
  • QuickReads used for fluency practice in grades 2-5
  • Journeys Literacy and Reading Tool Kit used to support all components of reading in grades K-5
  • Leveled Literacy Intervention (LLI) used to support all components of reading in grades K-5
  • i-Ready used to support all components of reading in grades K-5
  • Push-in Support by Instructional Coaches
  • ELO English/Language Arts Camp for grades 3-5

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Deconstructing reading standards and use of Question Stems, Establishing resources for PLC work (IFCs, Test Specs, DOK Wheel, Deconstruct Guide, Technology), Plan effective lessons, Effective delivery of instruction, Using formative assessments to check for understanding, Instruction aligned to new Test Specs, Make & Take Artifacts (Anchor Charts & Lesson Plan Outline), Guided Reading, Scaffolding, iReady, Follow-up PD Leadership Team 5/31/2019 Guided Reading, Instructional Scaffolding

BPIE Files

File Name Uploaded Date
MLK1611BPIE_.pdf 11/2/2018