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

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

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

Annabel C. Perry PreK-8 Professional Learning Community

Monday
Tuesday
Wednesday
Thursday
Friday

8/20/2018 - 5/31/2019

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: 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

12.10

3.00

0.00

45.50

10.60

01

77

22.10

2.60

0.00

28.60

7.80

02

84

16.70

0.00

0.00

19.00

8.30

03

85

17.60

3.50

0.00

28.20

9.40

04

105

14.30

0.00

0.00

47.60

6.70

05

97

12.40

1.00

0.00

44.30

7.20

06

90

12.20

21.10

15.60

33.30

17.80

07

64

7.80

17.20

21.90

50.00

25.00

08

67

4.50

11.90

10.40

26.90

13.40

 

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 tracks 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

Wednesday

1st, 2nd, 3rd, 4th

10/17/2018 - 5/29/2019

8:30 AM - 2:00 PM

 

School Counseling Plan File

File Name Upload Date

Guidance-Counselor_Calendar_Annabel-C.-Perry-PREK8.pdf

9/21/2018

School-Counseling-Plan_Annabel-C.-Perry-PreK8.pdf

9/21/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

1631_10182018_SEL-Action-Plan-2018_Annabel-C.-Perry-PreK8_1631.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

SACminutes_October-2018-AC-Perry-1631.doc

October

A+ Funds

11/16/2018

SACminutes_November-15_ACPerry_1631.doc

November

A+ Funds

11/16/2018

SACminutes_October_Annabel-C.PerryPK8.pdf

October

A+ Funds

11/5/2018

AC-Perry-SAC-ByLaws.pdf

November

SAC ByLaws

11/1/2018

AC-Perry-SAC-Committee-Membership.pdf

November

None

11/1/2018

SAF-Meeting-Dates-2018_2019_Annabel-C.-Perry-PK8.docx

October

A+ Funds

10/11/2018

SAC-Meeting-Dates-2018_2019_Annabel-C.-Perry-PK8.docx

October

A+ Funds

10/11/2018

SAC-sign-in-September-2018_Annabel-c.-Perry-PK-8_1631.pdf

September

A+ Funds

10/4/2018

SAC-sign-in-October-3_2018.pdf

October

A+ Funds

10/4/2018

SAC_Meeting_Minutes_September-5_Annabel-C.-Perry-PreK-8_1631.doc

September

A+ Funds

10/4/2018

SAC_AprilAgenda_Annabel-C.-Perry-PreK-8_1631.docx

October

A+ Funds

10/3/2018

 


 

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 2017-2018 Florida Standards Assessment, Annabel C. Perry PreK-8's percentage of total points went from a 45 to a 44 which kept Annabel C. Perry at a letter grade of a "C". When looking at specific instructional areas, the ELA achievement increased by 1 percentage making it 41%. In addition, the percentage of learning gains as well as the lowest 25% making gains increased from 50 to 54 and 42 to 55 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 and lowest 25% in math declined, the general learning gains category remined the same. Our overall achievement in Science decreased from a 43 to a 34.  

As reflected in the above data, math and science will be a major focus due to a drop in overall proficiency. ELA will be a second area of focus since the scores increased over the last year. Other subjects targeted are Civics and Writing . The overall goal for Annabel C. Perry is to increase school scores by at least 4 percentage points from 44 to 48.
 

 

 

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

  • One 1/2 hour common planning per grade level/and or content areas for K-5 teachers.
  • Weekly content/grade level PLC’s with focus on standards-based instruction.
  • District Instructional Facilitators provided direct support to subject area teachers
  • Teacher professional development opportunities encouraged and then followed up
Ongoing progress monitoring to ensure students are moving in the right direction 

 

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

All standards based assessments (iReady standards mastery, LAFS interim assessments, Go Math assessments, CARE Cycle Minis etc) are collected and placing into a reflective data analysis sheet where students can be tracked for each standard taught as they move toward mastery. This data progress monitoring also includes all District and State assessments.

 

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

 Through a valid and ongoing data analysis, Annabel C. Perry can ensure students are growing towards mastery of each standard taught. If a gap is identified, remediation takes place to assist the student with the needed information. In addition, through the data collection process, the monitoring of students who are not making gains allow for a fluid RtI process. Research based interventions, specific to the individual students needs are always provided and tracked based on a common 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)?

Teachers are encouraged to attend development in the areas that THEY need. This conversation is based on an in-depth data analysis of previous years students as well as current data trends. Coaching and modeling is used throughout the school to promote UDL. In addition, the IB curriculum is promoted and used to support global learners who are reflective and active thinkers in all aspects of their learning. 

 

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

Classroom walkthroughs and authentic PLC's. 

 

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, Connections, Go Math
Supplemental- iReady, LAFS, Square Panda, LLI, Fundations,
Remediation- iReady, LLI, Fundations, Square Panda, Jouneys
 
****Grade level is dependent on INDIVIDUAL student need****
 
The use of the Guided Reading Book Room as well as the new Science and Social Studies leveled readers help to ensure a balanced approach to learning. Teachers have a plethora of resources to ensure that all levels are being exposed to various texts and genres

 

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

The standards are implemented through ongoing development of Social Emotional Learning in daily classroom activities and lessons. In addition, our IB program and other programs such as Ride the Wave, model how to become mindful of one’s learning experience and develops SEL goals over time. All of these programs hold key components of the SEL standards.

 

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

Different SEL programs are used to assist in the teaching of the competencies. LEAPS, Ride the Waves, Start with Hello, and International Bachelorette curriculum all take place throughout Annabel C. Perry PreK-8.

 

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

The policy at Annabel C. Perry PreK-8 supports the education of the whole child through the reflective mindset of IB curriculum.  Students are consistently viewing their educational pathways through a global lens and using various perspectives to work on their own individual growth mindset. We firmly believe that all children are capable and by keeping the pulse of each child’s educational process through progress monitoring, we can ensure every child continues to reach their potential.

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Authentic PLC's, effective PD's, Progress Monitoring Thomas Correll, Jennifer O;Neal, Genevieve Leydig 6/7/2019

BPIE Files