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

Fairway ES (1641)

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

Fairway Elementary PLCs

Monday

1st, 3rd

10/22/2018 - 5/21/2019

2:10 PM - 3:10 PM

5

Fairway Elementary PLCs

Tuesday

1st, 3rd

10/23/2018 - 5/21/2019

2:10 PM - 3:10 PM

4

Fairway Elementary PLCs

Tuesday

1st, 2nd, 3rd, 4th

10/23/2018 - 5/21/2019

12:30 PM - 1:00 AM

3

Fairway Elementary PLCs

Wednesday

1st, 3rd

10/24/2018 - 5/22/2019

2:10 PM - 3:10 PM

2

Fairway Elementary PLCs

Tuesday

1st, 3rd

10/16/2018 - 5/21/2019

2:10 PM - 3:10 PM

1

Fairway Elementary PLCs

Tuesday

1st, 3rd

9/18/2018 - 5/21/2019

2:15 PM - 2:10 PM

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

114

24.60

0.00

0.00

29.80

9.60

01

103

18.40

1.00

0.00

27.20

8.70

02

109

24.80

2.80

0.00

27.50

9.20

03

119

20.20

0.80

0.00

21.00

5.00

04

119

20.20

0.80

0.00

18.50

6.70

05

98

16.30

3.10

0.00

20.40

9.20

 

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

  • Immediate intensive intervention (iii) instruction will be provided daily according to need, as an extension of or beyond the daily 90-minute reading block. The intervention will be provided in a small group setting with 4-7 students or through one-on-one conferring (using the "Push-in" model with the Academic Support Coaches).
  • Consultation of The Literacy Continuum (by Fountas & Pinnell) for targeted reading instructional goals in the guided reading and phonics, spelling, and word study sections will be employed as a strategy also.

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Tuesday

2nd, 4th

9/11/2018 - 5/21/2019

8:30 AM - 3:00 PM

 

School Counseling Plan File

File Name Upload Date

School-Counseling-Plan.2018.2019.pdf

10/19/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

SEL-Action-Plan-2018-(Arlisha-M.-Canion)-(1)-(Lashawn-R.-Tukes).pdf

10/19/2018

 


 

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

S.A.C-November-13th-2018.pdf

November

A+ Funds

11/14/2018

SAC.OCTOBER.9.2018.AGENDA.SIGNIN.N.MINUTES.pdf

October

A+ Funds

11/9/2018

SAC-Meetings-DATES.2018-2019.Updated.pdf

November

A+ Funds

11/9/2018

SAC.Composition.2018.pdf

November

A+ Funds

11/9/2018

SAC-Bylaws.pdf

October

SAC ByLaws

10/30/2018

SAC-October-9th-2018.docx

October

SAC ByLaws

10/17/2018

10.5.18-Appoint-SAC-Chair.pdf

October

None

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?

Based on the SES Band Data, the content area of ELA was chosen as the primary focus for improving student achievement for the 2018-2019 school year.  This was baased on the data showig that we need 98 points to Bridge Half the Gap to the Top of SES Band, and within 1 point of the next school in our SES Band.  In addition to this, the 2017-2018 ELA data evidenced that 52% of our students demonstrated proficiency in this academic area.  

 

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 following BEST practices will be implemented or scaled-up to improve teaching and learning in order to increase performance within the SES Band:

  • Peer observations
  •  Reflective discussions
  • Subsequent follow-up activities
  • More frequent celebrations of student successes
  • Weekly Team Meetings
  • Professional Learning Communities

 

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

Any peer observations, reflective discussions, and subsequent follow-up activities will be directly lined to Marzano classroom indicators and their correlation to design questions.  Teachers will be more fluent with both the direct instructional practices as well as the targeted student outcomes linked to each of these indicators.

The increase in student recognition will lead to more frequet 'celebrations of success' across curriculum areas.  These will include 100 Clubs, A Team, and Mastery Series with monthly functions to highlight student success.  The honor roll assemblies willl be widened to include recognition of students in these areas of achievement.

The weekly Team Meetings and Professional Learning Communities will be used to review best pracices, effective planning, and data towards student achievement.

 

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

At the elementary level, the computer adaptive STAR Early Literacy assessment is administered to all kindergarten students to identify early literacy skills. Kindergarten students are also administered Letter Names, Letter Sounds, and Concepts of Print 4 | Page assessments for additional progress monitoring. In addition, teachers administer the Benchmark Assessment System (BAS) to diagnose and monitor students’ progress towards meeting grade level reading proficiency in grades K-3 and for struggling readers (scoring a level 1 or 2 on FSA) in grades 4-5. The Spanish equivalent of BAS, Sistema de Evaluación de la Lectura (SEL) is administered in all K-5 Dual Language classrooms as a form of Spanish Language acquisition progress monitoring. 

In addition, School City data is collected after the completion of each standard (every 2-3 weeks). In addition, iReady data is collected on a weekly basis to determine student progress or to address areas of academic concern. 

 

 

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

At the elementary level, the computer adaptive STAR Early Literacy assessment is administered to all kindergarten students to identify early literacy skills. Kindergarten students are also administered Letter Names, Letter Sounds, and Concepts of Print 4 | Page assessments for additional progress monitoring. In addition, teachers administer the Benchmark Assessment System (BAS) to diagnose and monitor students’ progress towards meeting grade level reading proficiency in grades K-3 and for struggling readers (scoring a level 1 or 2 on FSA) in grades 4-5. The Spanish equivalent of BAS, Sistema de Evaluación de la Lectura (SEL) is administered in all K-5 Dual Language classrooms as a form of Spanish Language acquisition progress monitoring. 

Additionally, Idea Proficiency Test (IPT) is administered to ELLs to monitor English Language proficiency. Most SWDs participate in the same progress monitoring assessments as their peers in grades K-12. Based on the specific intervention needed, student progress may be monitored daily, weekly or at another frequency. 

 

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)?

The District’s Literacy Field Guide for Educators provisions the use of the Universal Design for Learning (UDL) framework for instructional planning and delivery to increase meaningful access and reduce barriers to learning for all students with diverse learning needs, including, but not limited to, SWDs, English language learners, and those from diverse cultural and socioeconomic backgrounds.

The Office of Academics provide job embedded professional learning opportunities for teachers that integrate the principles of UDL. These courses help teachers design learning environments that are accessible to all students in their respective grade levels and subject areas. Evidence of teacher application of these principles is collected via the submission of implementation plans and/or student work required to satisfactorily complete the professional development course requirements.  target language. District and school level staff offer customized support to schools in the implementation of UDL in the classroom as needed. 

?To further support teachers with incorporating the UDL framework into their lessons, Canvas will incorporate Universal Design principles to ensure that all students, particularly SWDs, can access and use the system as part of their educational program. The end goal is to provide learners with a variety of ways to access and process information and demonstrate what they have learned, taking into account their varying ability levels, learning preferences, languages, and cultural backgrounds. 

Additionally, teacher and student support on universal design principles is also available through the District online resource, Atomic Learning, with online modules that provide tutorials on infusing universal design principles into instruction and lesson plans. Instructional technology specialists, library media specialists, ESE specialists, ESE Support facilitators, and ESOL specialists work in collaboration with classroom teachers to ensure access to online academic databases, digital tools, and instructional resources that support and accommodate the needs of all students through universal design. This includes Dual Language classrooms and support in the target language. District and school level staff offer customized support to schools in the implementation of UDL in the classroom as needed. 

 

 

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

District academic teams and school leadership teams conduct informal classroom walkthroughs at the request of the school principal (and/or Cadre Director) to ensure that instruction is systematic and explicit to meet the needs of students. Recommendations for professional development and additional support are provided to schools based on data and student needs. Follow-up implementation assignments that teachers are required to complete after attending a professional learning course facilitated by the Office of Academics are critiqued to ensure that the best instructional practices learned in the courses are being implemented effectively in the classroom. These include, effective use of ESOL instructional practices including both content and language objectives and appropriate accommodations to support SWD students with disabilities (SWDs) access to the Florida Standards curriculum and instruction.

Fairway also  implements Keystones (performance tasks) that are aligned to state standards to determine if students are making adequate progress towards meeting the expectation of the standards.

 

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?

Journeys is the text used for core, along with Journey's ancillary materials for supplemental and intervention programs.  Broward County Public Schools uses Canvas K-12 Learning Management System (LMS), a key digital resource that supports a blended and personalized learning environment to provide individual student and teacher access to instructional content, communication and collaboration tools, and assessments that can be customized and directed to meet individual student needs including English Language learners and SWDs. Canvas provides schools/teachers an opportunity to access an extensive library of digital resources and allows teachers to build a bank of varied complex texts to pair with the conceptual topics units of study and essential questions across all content areas beyond the current readily available ancillary materials included in current textbook adoptions. 

The District provides free online resources for students and teachers to access from school or home through the use of Sharepoints, the school media center and Canvas learning management system, all of which are available through the single-sign-on Launchpad. These resources are referenced in the District's Literacy Field Guide for Educators and serve as a strong starting point for research, providing credible, reliable and the most current and updated information available for all curricular areas of study including informational databases (such as the Gale Group Opposing Viewpoints or SIRS Researcher), the American Memory Project at the Library of Congress, in public library collections, and through Destiny, the online catalog of resources in Broward County Public Schools. 

 

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

Fairway implements the Broward County Public Schools Social and Emotioal Learning Standards to ensure students are developing social and emotion skills by ensuring the following occurs:

  • Self-awareness and self-management skills to achieve school and life success is developed.
  • Establishing and maintaining positive relationships through the use of social-awareness and interpersonal skills.
  • Allowing students to demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts. 

 

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

Self-awareness, self-management, social awareness, relationship skills, and responsible decision-making will be taught and/or integrated school-wide and in the classroom through professional developments scheduled on Employee Planning days for 1 hour.  Once the professional development is completed the competencies can be integrated through daily student (peer) interactions. 

 

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

Fairway Elementary's school-wide policy and practices  support the social emotional learning for students through the use of LEAPS Social Emotiomal Learning Platform, 5th Grade Student Government, and Peer Pals (Where General Education students are paired up with special needs students) for support and to teach the skills of social emotional learning.

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Small group instruction, i-Ready, constant monitoring of standards on a weekly/daily basis, push-in with support coaches, and data chats with students. Math Coach i-Ready, School City, GoMath, & Acaletics
Small group instruction, i-Ready, constant monitoring of standards on a weekly/daily basis, push-in with support coaches, and data chats with students, ELA Coach i-Ready, School City, & Balanced Literacy

BPIE Files

File Name Uploaded Date
BPIE.2016-2017.pdf 10/25/2018