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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

Cypress ES (1781)

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

Grade Level PLC

Wednesday
Thursday

8/23/2018 - 5/30/2019

8:10 AM - 1:30 PM

Pre K, 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

133

32.30

0.00

0.00

62.40

21.10

01

128

25.00

1.60

0.00

43.00

11.70

02

117

20.50

0.90

0.00

35.90

11.10

03

132

15.90

0.80

0.00

35.60

6.10

04

130

23.10

0.80

0.00

35.40

8.50

05

134

15.70

0.70

0.00

23.10

3.70

 

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

All students in kindergarten-third grade are administered the Benchmark Assessment System (BAS) running record a minimum of three times throughout the school year. Students in fourth and fifth grade who scored a level 1 or level 2 are also administered the Benchmark Assessment System (BAS) a minimum of three times during the school year.  In addition to the BAS assessment, students in grades first through fifth take periodic School City Assessments in reading and math to monitor progress toward grade level standards and expectations.  All third, fourth, and fifth grade students take School City Science assessments at the end of each instructional cycle.

All students K-5 participate in core literacy, math, and science instruction.  Teachers utilize school-level pacing guide and Journeys as a resource to plan grade level instruction for all students.  All students participate in small group guided reading during the 90 minute reading block to receive individualized instruction based on students' needs. Teachers in K-5 utilize Go Math and the district's pacing guide to plan grade level instruction in math for all students.  All teachers utilize Stemscope and the school's pacing guide to address Science Standards at each grade level K-5.  

Supplemental programs in reading include Fundations in grades K-1 and Language Arts Florida Standards Ready Books from Curriculum Associates in grades 1-5. Supplemental programs in math include Math Florida Standards Ready Books from Curriculum Associates. The iReady computer program is used in grades 1-5 for a minimum of 45 minutes per week.  Supplemental programs in science include Science Boot Camp.  These materials are supplemental and range from 3-5 grades.  Teachers in K-2 use the Science 4 For Us to supplement their science lessons. Supplemental program in writing includes resources from Core Connections to supplement and enhance core instruction in writing for all students K-5. Math fluency skills are addressed with the Reflex program and Athlectics program.  Students in the Dual Language program use iStation to help supplement their instruction in the Spanish classroom. To address vocabulary needs we use Vocabulary Spelling City in grades K-5.

Intervention programs for reading include LLI, Words Their Way, Phonics for Reading, Elements of Reading and Super QAR, Fundations, and Six Minute Solution. Each of these interventions are strategically assigned to students based on their needs as identified through Diagnostic Assessments.  Intervention programs for math include Strategic Interventions, Intensive Interventions, and Touch Math.  Each of these interventions are strategically assigned and used with students based on their needs as identified through Diagnostic Assessments and CPST meetings.  

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Wednesday

1st, 3rd

9/5/2018 - 5/22/2019

8:30 AM - 2:00 PM

 

School Counseling Plan File

File Name Upload Date

18-19-School-Counseling-Plan--.pdf

10/18/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

Cypress-Elementary-SEL-Plan-2018-19.pdf

1/11/2019

 


 

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.

 

Evidence/Artifacts

Standards and Indicators

File Name

Standards & Indicator

Upload Date

2018-eProve-Student-Survey.pdf

4/18/2019

2018-eProve-Staff-Survey.pdf

4/18/2019

2018-eProve-Parent-Survey.pdf

4/18/2019

 

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

Cypress-April-Meeting-.pdf

April

Monitored

5/30/2019

Cypress-Elementary-March-Meeting-.pdf

March

Monitored

4/29/2019

Cypress-Elementary-February-Meeting-.pdf

February

Monitored

4/1/2019

Cypress-Elementary-Decemeber-SAC_SAF-.pdf

December

Monitored

2/19/2019

Cypress-Elementary-January-Meeting-.pdf

January

Monitored

2/8/2019

Cypress-Elem-Mid-Year-Reflection-2018-2019.pdf

February

Developed

2/8/2019

2018-2019-CYE-SAC-SAF-SCHEDULE.pdf

September

Developed

1/11/2019

Cypress-Elem.-November-Meeting-.pdf

November

Monitored

12/21/2018

2018-2019-CYE-SAC-SAF-SCHEDULE--(1).docx

October

Developed

11/28/2018

Cypress-Elementary-October-meeting-.pdf

October

Monitored

11/28/2018

CYE-2018-2019-SAC-Committee-.pdf

September

Developed

11/18/2018

Cypress-Elementary-May-meeting-.pdf

May

Monitored

10/19/2018

Cypress-September-Meeting-18-19.pdf

September

Monitored

10/19/2018

SAC-and-SAF-By-Laws-.pdf

October

SAF ByLaws

10/19/2018

SAC-and-SAF-By-Laws-.pdf

October

SAC ByLaws

10/19/2018

 


 

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 Cypress Elementary School's FSA results from 2018, the content area of focus will be literacy.  In 2018, only 37 percent of third, fourth, and fifth grade students were identified as proficient in reading.

 

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?

PLCs will be  enhanced to improve teaching and learning in reading to increase student performance.  PLCs will focus on Balanced Literacy components through the use of the literacy continum. During our collaborative Thursdays, teachers will analyze data, plan instruction, and gather appropriate resources aligned to the Florida Standards. The RTI process will be  enhanced to ensure all students are provided the appropriate interventions.  Teachers and the school Leadership Team will meet biweekly to monitor student progress and make adjustments as necessary. Teachers will receive support from grade level facilitators to ensure that students needs are met. Staff trainings  will align to student achievement data and teacher need.  Professional development will be provided to teachers to improve and support the quality of teaching and learning in order to increase performance. Professional development will focus on literacy. Teachers will attend district trainings that will support the school's literacy initiative.

 

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

PLCs will be scaled up by the attendance of at least one support member and/or administration to support effectiveness of each grade level PLC and the use of time. Agenda will be determined based on data and specific grade level curriculum needs. Agenda will also include a time dedicated to  balanced literacy using the balanced literacy continum.  RTI will be scaled up through the implementation of  a clear and focused plan to ensure all students' needs are met.   Intervention programs will be taught daily by trained staff to ensure effectiveness of intervention and alignment to student need.  Data from daily interventions will be collected by interventionists and reviewed during CPST  to monitor student growth. Staff will be surveyed to determine what trainings is needed. Teachers will  attend district trainings relevant to their specific needs. The Literacy Coach will conduct trainings focused on the Balanced Literacy components, and interpreting BAS assessments. The Literacy coach will also model for teachers needing specialized assistance in the Literacy block. In additon, we revamped the  Instructional Focus Calendar (IFC) to meet the needs of our students

 

 

 

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

We analyze all data collected:
BAS data is collected after every assessment window

i-ready reading and math diagnostic is collected after every assessment
School City summative and formative assessment data is collected at the end of each curriculum and discussed at monthly data chats
Acaletics Math monthly scrimmage

 

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

If students are not making progress, they will go through the RTI process. Students in need of intervention will receive interventions from the classroom teacher, Instructional coaches or a resource teacher. Students will be monitored to determine if they are making progress or if the intervention needs to be changed to meet their needs.

 

 

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)?

Cypress Elementary School ensures that all classroom instruction is accessible to all of our  learners using Universal Designs for Learning (UDL) for effective instructional design (planning) and delivery (teaching) by implementing the UDL principles and conducting ongoing classroom observations that provides the school with data that supports a student-centered environment.  Curriculum coaches also ensure all classroom instruction is accessible to the full range of learners using the UDL principles.  Resources are provided to assist with supporting teachers with UDL and Personalized Learning.

 

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

Classroom walkthoughs by administration, district, staff, and Instructional Coaches allows us to determine if there is proper implementation of the balanced literacy components. In order to have effective and consistent implementation the same There is school wide training and all teachers are expected to attend. We also do grade level training on Thursdays when we have "curriculum conversation". 

 

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?

The school utilizes a variety of programs to meet student needs such as:

ELA- At Cypress Elementary the following programs are available:
Leveled readers, iReady, LAFS (Curriculum Associates), content area readers, Phonics for Reading, Super QAR, Fundations, Words Their Way, NewsELA, Accelerated Reader (AR), and LLI.

Math-Go math, Reflex, iReady, and Acaletics.

At Cypress Elementary, there is a book resource room with a plethora of leveled books across all of the genres that is available for the teachers to use with students. The literacy block also has  social studies and science content embedded in the instruction.

 

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
PLCs, Analyzing Data, Professional Development and Instructional Modeling by Coaches Administration and Literacy Coaches 6/5/2019 Core Connections Writing, Balanced Literacy, Small Group instruction, and Disaggregating Data $1,650.00
PLCs, Professonal Development, Analyzing Data, and Modeling of Instruction by Literacy Coaches Administration and Literacy Coaches 6/5/2019 Balanced Literacy Components and Small Group differentiated Instruction $850.00

BPIE Files

File Name Uploaded Date
1781_10202017_CYPRESS-BPIE.pdf 10/16/2018