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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

Perry, A.C. K-8 (1631)

School Year

2017 - 2018

School Grade
(2016 - 2017)

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

Grade level PD/PLC (Alternating weeks based on Grade Level)

Monday
Tuesday
Wednesday
Thursday

9/18/2017 - 5/31/2018

2:30 PM - 3:00 PM

Pre K, K, 1, 2, 3, 4, 5, 6, 7, 8

-

-

 


 

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: 2016-2017 (Last updated: 8/8/2018)

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

72

19.40

0.00

0.00

20.00

4.20

01

95

15.80

1.10

0.00

20.90

7.40

02

99

18.20

3.00

0.00

20.50

4.00

03

102

7.80

2.00

0.00

35.70

2.90

04

107

15.00

0.00

0.00

51.90

6.50

05

129

9.30

3.10

0.00

40.80

5.40

06

80

10.00

13.80

15.00

47.40

21.30

07

77

1.30

3.90

7.80

45.90

10.40

08

59

3.40

6.80

0.00

37.90

6.80

 

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

The school-level progress monitoring data is collected through the data system BASIS to identify students who are tested from previous years as the lowest percentiles. Students who were assessed in PreK are identified by their scores achieved on Battelle Developmental Inventory (BDI). Kindergarten students are identified using Burns and Row Upper and lower Case letter and sound recognition, Concepts of Print, and Benchmark Assessment System (BAS). First through second grade student indicators are derived from the Benchmark Assessment System (BAS) and Beginning of Year Assessments. Third through 8th grade students are identified based on previous years' BAS scores, FSA scores, or beginning of the year assessments. BASIS tracts students' behaviors. Each year, the classroom teacher inputs academic/behavioral data related to formal assessments and /or behavioral observations. The RtI team is responsible for entering RtI data into BASIS. RtI information is entered depending on the referral of tiered level. Interventions include using scientifically research based curriculum and district Diversity Prevention and Intervention (DPI) strategies and materials to intervene and progress monitor behaviors. The school uses the DPI's RtI flow chart to ensure fidelity of students not progressing toward school and district goals. The school uses observation and school-wide policies to ensure that all classroom instruction is accessible to the full range of learners using Universal Design for Learning (UDL) principles that aims to develop a flexible learning environment by grouping students in collaborative and cooperative groups to facilitate individual and group learning needs.

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Tuesday

1st, 2nd, 3rd, 4th

9/18/2017 - 5/31/2018

8:00 AM - 2:45 PM

 


 

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

3.33

Governance and Leadership

3.33

Teaching and Assessing for Learning

3.25

Resources and Support Systems

3.29

Using Results for Continuous Improvement

3.4

 

Explain the activities in which your school will participate to increase your overall rating. Include specific details.

To improve the over all rating, Annabel C. Perry PreK-8 will provide targeted Professional Development and authentic Professional Learning Communities at each grade level to discuss student performance, provide support to teachers, and to share best practices. These strategies are aimed at improving student performances. Data chats will be utilized as a strategy to discuss, disaggregate test scores, and then use these analyses to target future instructions.

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-Minutes-ACPerry-April-24.doc

April

A+ Funds

4/26/2018

SAC-sign-in-Sheet_April-24.pdf

April

A+ Funds

4/25/2018

Committee-Member-sign-inSheet_April.pdf

April

A+ Funds

4/25/2018

Annabel-C.-Perry-SAC-Meeting-Minutes-March-13.doc

April

A+ Funds

4/4/2018

AC-Perry-SAC-March-Agenda.pdf

March

A+ Funds

3/14/2018

AC-Perry-Sac-Sign-in-March2.pdf

March

A+ Funds

3/14/2018

AC-Perry-Sac-Member-sign-in-March.pdf

March

A+ Funds

3/14/2018

A-C-Perry-February-SAC-Minutes.doc

March

A+ Funds

3/5/2018

A-C-Perry-February-Agenda.pdf

February

A+ Funds

2/28/2018

A.C.Perry-SAC-FebruarySign-in-Sheet.pdf

February

A+ Funds

2/28/2018

Annabel-C.-Perry-SAC-Minutes-January.doc

February

A+ Funds

2/21/2018

SAC_NovemberAgenda_2017.docx

November

A+ Funds

2/1/2018

SAC_NovemberMinutes2017AnnabelCPerry.doc

November

A+ Funds

1/31/2018

ACP_MidYearReflection_2018.pdf

January

Monitored

1/31/2018

ACPerry_SAC_JanuaryAgenda.docx

January

A+ Funds

1/31/2018

ACPerry_SAC_January_Sign-In_Sheet.pdf

January

A+ Funds

1/31/2018

SAC-SignIn_October-24.2007Annabel.C.PerryPK8.pdf

October

A+ Funds

12/12/2017

AC-Perry-SAC-Membership.pdf

December

None

12/1/2017

ACPERRYSAF2017.pdf

November

None

11/3/2017

ACPERRY_SAC2017.pdf

November

None

11/3/2017

AC-Perry-1718-Self-Assessment.pdf

November

None

11/3/2017

Annabel-c.-Perry-PreK-8-SAC-Minutes-10.24.17.doc

October

A+ Funds

10/30/2017

Composition_Committee-Membership_Annabel-C.PerryPK8.pdf

October

A+ Funds

10/26/2017

SAC-CommitteeSignInAnnabel.C.PerryPK8_October24.2017.pdf

October

A+ Funds

10/26/2017

SAC-Sign-In-Sheet.pdf

October

A+ Funds

10/25/2017

Annabel.C.PerryPreK8_SAF_Bylaw.docx

October

SAF ByLaws

10/25/2017

Annabel-C.-Perry-PreK-8_SAC_October24_Agenda.docx

October

A+ Funds

10/25/2017

SAC-ByLawsA.C.PerryPreK-8_2017_2018.pdf

October

SAC ByLaws

10/25/2017

Annabel-C.-Perry-PreK-8-SAC_SeptemberAgenda.docx

October

A+ Funds

10/17/2017

Annabel-C.-Perry-PreK-8-SAC-Minutes-9.26.17.doc

October

A+ Funds

10/17/2017

 


 

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

How does the school ensure classroom instruction is aligned to grade-level Florida Standards? What evidence is collected to ensure that classroom instruction is aligned to grade-level standards?

Last years goals:

  • Our goal this year for Math is to increase our students proficiency performance  level of 2.85  on the 2017 Florida Standards Assessment to a 3.05.
  • Our goal this year for Reading is to increase our students proficiency performance  level of 2.77  on the 2017 Florida Standards Assessment to a 3.0
This year goals:
  • Our goal this year for Math is to increase our students' proficiency by 3 points as evident on the 2018 Florida Standards Assessment.
  • Our goal this year for Reading/ELA is to increase our students' proficiency by 5 points as evidence on the 2018 Florida Standards Assessment.
  • Our goal this year for Science is to increase our students' proficiency by 5 points as evidence on the 2018 Florida Standards Assessment
  • Our goal this year for Civics is to increase our students' proficiency by 5 points as evidence on the 2018 Florida Standards Assessment.
  • Our goal this year for Writing is to increase our students' proficiency by 5 points as evidence on the 2018 Florida Standards Assessment.
Annabel C. Perry will focus on deliberate and authentic Professional Development to focus on curriculum areas such as using the state standards when planning instructions. Professional Learning Communities will be held to discuss data and share best practices. This effort is aimed to increase overall student performance.

This school year, we will focus in content areas of reading/ELA, math, science, civics, and writing as these are all equally important in increasing the school's overall performance. 
 

 

In addition to using texts from core, supplemental, and intervention programs, how does the school ensure students have access to informational text for each content area in a variety of mediums?

Plans for instructions follow the schoolwide policy of using a backward design when developing lessons. Plans begin with the State standards and skills which outlines what students are expected to know by the end of a lesson segment, unit, or school year. During each grade level's planning, teachers create learning goals and scales to facilitate teaching and learning. Evidence collected to ensure classroom instructions are aligned to grade level standards are regular classroom walk-thru's and observations using the Marzano measurement tool.
In addition, Annabel C. Perry PreK-8 ensures that students have access to a pletheora of informational text for each content area through many avenues. Teachers and students recieved books from the school and use these along with their own classroom library to support classroom lessons. Each teacher recieves regular subscriptions of National Geographic/Scholastic magazines. In addition, each classroom reccieved a new library that consists of informational and theme books. Each teacher recieved a "BUZZ About It"  book tub that consists of informational and other supplemental material in addition to Iready curriculum booksCommon Core Readers. Students in grades 2-8 have access to NewsELA where students and teachers have access to current articles that are arranged by theme and also by Lexile levels. There is also an abundance of Balanced Literacy Books that teachers check-out biwekly from the book room to supplement the curriculum.

 

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 2016-2017 Florida Standards Assessment, Annabel C. Perry PreK-8's percentage of total points went from a 43 to a 45 which kept Annabel C. Perry at a letter grade of a "C". When looking at specific instructional areas, the ELA achievement remained the same at 40%. However, the percentage of learning gains as well as the lowest 25% making gains increased from 45 to 50 and 36 to 42 respectively. This percent of increase can be attributed to authentic PLC's which focused on the CARE process. Although, Annabel C.Perry PreK-8's overall math achievement declined, there was an increase of 1% within the reporting category of the lowest 25th percentile. This can be attributed to intense remediation for those specific students. Our overall achievement in Science demonstrated an increase of 9%. This result is based on differentiated instruction by infusing science standards and concepts throughout ELA and Math blocks.
As reflected in the above data, math will be a major focus since the point were lost in that area. ELA will be a second area of focus since the scores remained the same. Science had the greatest increase of 9% so plans are to replicate and also enhance strategies that led to those gains. Other subjects targeted are Civics and Writing . The over all goal for Annabel C. Perry is to increase school scores by at least 6 points from 45 to 50.

 

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 Practices we will scale-up to improve teaching and learning in order to increase performance are Focused and Authentic PLC and PD's at each grade level along with the Embedded High Quality RTi Process in an effort to meet the needs of our diverse population.

 

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

PLC’S-SCALING UP

  • 1 1/2 hour planning per grade level 
1 Mandatory Grade level PLC’s and 1 PD's bi weekly (30 minutes each)
Last year
  • Our goal this year for Math is to increase our students proficiency performance  level of 2.85  on the 2017 Florida Standards Assessment to a 3.05.
  • Our goal this year for Reading is to increase our students proficiency performance  level of 2.77  on the 2017 Florida Standards Assessment by 3.0.
This year:
Our goal for the 2017-2018 school year for Math is to increase our students proficiency by 5 points.
Our goal for the 2017-2018 school year for Reading/ELA is to increase our students proficiency by 5 points.
Our goal for the 2017-2018 school year for Civics is to increase our students proficiency by 5 points.
Our goal for the 2017-2018 school year for Science is to increase our students proficiency by 5 points.
Our goal for the 2017-2018 school year for Writing is to increase our students proficiency by 5 points.

 

Please complete this section based on 2017-2018 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.

Based on the current data, the acadmic success was due to the stretegic focus on English Langauage Arts (ELA). We based our Professional Development's (PD), Professioanl Learning Communities (PLC), and progress monitoring on Balanced Literacy, high quality interventions through the Reponse to Interention (RtI) process, and a strong Tier 1 apporach to instruction. Onging progress monitoring through data chats with teachers and students in all grade levels contributed to this success. Over all, our ELA overall professiency increased by 1%, our learning gains increased by 4%, and our lowest quartile increased by 13%.

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Authentic PLC's Thomas Correll, Genevieve Leydig, Jennifer O'Neal 5/31/2018 In School PD as needed $4,589.00

BPIE Files