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

Mirror Lake ES (1841)

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

MLE 1841

Tuesday

2nd, 4th

8/15/2018 - 6/5/2019

2:00 PM - 3:00 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: 9/18/2019)

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

117

22.00

0.00

0.00

N/A

1.00

01

98

17.00

0.00

0.00

0.00

1.00

02

116

22.00

0.00

0.00

0.00

1.00

03

109

17.00

0.00

0.00

33.00

3.00

04

104

7.00

0.00

0.00

37.00

2.00

05

93

18.00

0.00

0.00

24.00

3.00

 

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

1.  Start with Hello Program
2.  Refresh Welcoming Schools Initiative
3.  I-Ready for Reading and Math
4.  Focused Support Staff assigned to grade level teams
5.  Performance Tasks for Reading, Math and Science
6.  AR for all grade levels
7.  Science and Math Resource Teachers
8.  ELOPE enrichment clubs after school
9.  Morning and Afternoon FSA camps

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Friday

1st, 2nd, 3rd, 4th, 5th

8/24/2018 - 5/31/2019

8:30 AM - 1:30 PM

 

School Counseling Plan File

File Name Upload Date

School-Counseling-Activity-Calendar.pdf

9/26/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

SEL-Action-Plan-revised.docx

11/19/2018

 


 

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.

 

Evidence/Artifacts

Standards and Indicators

File Name

Standards & Indicator

Upload Date

Student-Survey-Report-18-19.pdf

5/1/2019

Staff-Survey_02-11-19-Report.pdf

5/1/2019

Parent-Surveys-Report-18-19.pdf

4/29/2019

Students-Survey-Result.pdf

10/25/2018

Staff-Survey-Result.pdf

10/25/2018

Parent-Survey Result.pdf

10/25/2018

 

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

SAF-Meeting-Minutes-February-2019.pdf

April

Monitored

4/18/2019

SAC-Meeting-Minutes-February-2019.pdf

April

Monitored

4/18/2019

February-SAF-Agenda.pdf

March

Monitored

3/15/2019

SAF-SIGN-IN-SHEET-02-22-19.pdf

February

Monitored

2/25/2019

SAC-SIGN-IN-SHEET-02-22-19.pdf

February

Monitored

2/25/2019

February-SAC-Agenda.pdf

February

Monitored

2/25/2019

SAF-Meeting-Minutes-January--2019.pdf

February

Monitored

2/25/2019

SAC-Meeting-Minutes-01-25--2019.pdf

February

Monitored

2/25/2019

MID-YEAR-REFLECTION-18-19.pdf

January

Monitored

1/31/2019

SAC-Meeting-minutes-December-2018.pdf

January

Monitored

1/30/2019

SAF-Meeting-minutes-December-2018.pdf

January

Monitored

1/30/2019

SAF-SIGN-IN-SHEET-1-25-19.pdf

January

Monitored

1/30/2019

January-SAF-Agenda.pdf

January

Monitored

1/30/2019

January-SAC-Agenda.pdf

January

Monitored

1/30/2019

SAC-Sign-in-Sheet-1-25-19.pdf

January

Monitored

1/30/2019

SAC-SIGN-IN-SHEET-11-16-18.pdf

November

Monitored

12/14/2018

SAF-SIGN-IN-SHEET-11-16-18.pdf

November

Monitored

12/14/2018

SAF-Meeting-minutes-November-2018.pdf

November

Monitored

12/14/2018

November-SAF-Agenda.pdf

November

Monitored

12/14/2018

SAF-Meeting-minutes-October-2018.pdf

October

Monitored

12/14/2018

SAF-SIGN-IN-SHEET-10-26-18.pdf

October

Monitored

12/14/2018

October-SAF-Agenda.pdf

October

A+ Funds

12/14/2018

SAF-Meeting-minutes-September-2018.pdf

December

Monitored

12/14/2018

SAF-SIGN-IN-SHEET-9-21-18.pdf

December

Monitored

12/14/2018

September-SAF-Agenda.pdf

December

Monitored

12/14/2018

SAC-Meeting-minutes-November-2018.pdf

November

Monitored

12/14/2018

November-SAC-Agenda.pdf

November

Monitored

12/14/2018

SAC-Meeting-minutes-October-2018.pdf

October

Monitored

12/14/2018

SAC-SIGN-IN-SHEET-10-26-18.pdf

October

Monitored

12/14/2018

October-SAC-Agenda.pdf

October

Monitored

12/14/2018

SAC-Meeting-minutes-September-2018.pdf

November

Monitored

11/9/2018

SAC-Composition.pdf

November

Monitored

11/7/2018

SAC-SIGN-IN-SHEET-9-21-18.pdf

October

Monitored

10/25/2018

SAC-ByLaws_2019.pdf

October

SAC ByLaws

10/24/2018

SAF-Bylaw-2019.pdf

October

SAF ByLaws

10/24/2018

September-SAC-Agenda.pdf

October

Monitored

10/24/2018

 


 

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?

Mirror Lake Elementary ensures classroom instruction is aligned to grade-level Florida Standards by providing teachers with learning goals and performance scales for English Language Arts, Science, and Mathematics. Tracking students progress using iReady Reading and Mathematics is essential in making sure instructional strategies are being fully implemented and accomplished in every classroom with fidelity. Teachers are provided with support through Professional Learning Communities (PLCs) and staff developments to share best practices to remediate students who are not proficient and enrich students who have shown proficiency in order to ensure students are college and career ready.

Instructional leaders collect evidence through classroom walkthoughs, iReady Reading and Mathematics Standards Based Assessments, and formal observations to ensure that all teachers are aligning their curriculum with the Broward County Public Schools Scope and Sequence, and Florida Standards. 

 

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?

In our Professional Learning Community (PLC), collaborative team planning is being done to align the Standards being taught with the ELA Test Specifications, and Deconstructed Standards.  Systematic instructional adjustments are planned for to ensure the assessments (including formatives) are used to plan for remediation and enrichment within the CARE (Curriculum, Assessment, Remediation, Enrichment) cycle. Best practices are also shared in the team PLCs. Again, within the CARE cycle, Reading curriculum planning focuses on incorporating the Standards within all content areas, with emphasis on performance tasks to deepen understanding and advance students within the performance scales.
To increase achievement of the lowest 25% of our students in reading and math, we will identify and discuss these students during the multi-tier RtI approach to provide them with the support needed to address their accademic and/or behavioral needs. We will be using researched and evidenced based programs to collect data and monitor student progress. This includes (but is not limited to) intervention programs and shared data collection resources as LLI, Journeys write-in reader, and weekly unit tests. During Professional Learning Communities (PLCs), each team will analzye student data and work samples to identify lessons and strategies that will remedy specific gaps and deficits at that grade level.  In science, teachers are collaborating and engaging in vertical planning to assist in the teaching and learning process with the science specials teacher to conduct hands-on lessons and expose students to virtual labs online. In math, students will use manipulatives, small groups and CPA - concrete - pictoral - abstract style of teaching to increasae student achievement. 

In addition, we have provided extensive professional development to our staff members as well as other teachers within our district. At Mirror lake Elementary, we have the following in place:
Digital classrooms grades 1-5
Scholastic News Grades K-5, and Scholastic Storyworks Grades 2-5

CARE Packages Conceptual Unit Plans
Newsela and readworks across all grade levels

iReady Reading and Mathematics Online Program
Focus on Marzano's High Effective 7 elements of Classroom Instruction

 

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

BEST practices will be scaled up by ensuring that more frequent data chats, data analysis, and target goals specific to each student's ELA needs are planned for and implemented in the classroom.  Small group instuction, as well as more frequent monitoring to analyze the progress of the student will be implemented and instructin will be adjusted as evidenced by the data analysis reviewed weekly at team planning meetings.
Teachers will analyze student achievement levels and put interventions in place as delineated through the RtI process. Teachers will identify and discuss these students at team meetings so that the RtI team can assist with a plan of action. The team will review and recommend the most appropriate intervention. Grade level teams will collaborate and share best practices and strategies. Students are progress monitored in the classroom through formative and summative end of chapter assessments in the classroom in both reading and math. We will double-dose our struggling students in reading as well as have students determine their own goals and self-monitor. Teachers will continue to use conferencing practices to assist students as they self-assess their own work. Students will maintain interactive notebooks and journals to enhance their reading and writing skills through the process of scientific inquiry. 

 

 

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

School-level progressing monitoring is formally collected three times a year using the Benchmark Assessment  System (BAS) for all students in grades kindergarten through third grade, Level 1 and 2 FSA ELA students in grades 4 and 5 and any new student with no FSA score.  In addition, the i-ready Diagnostic assessment is administered on the computer three times a year in ELA and Math.  Also,  i-Ready Standards Mastery.  
 

 

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

Based on Policy 6000.1 we want all our students to reach their full potential and adhere to the highest standards of quality instruction so that our students are life ready. For children not progressing, teachers implement different Tier 1 strategies and document them in BASIS.  If collected data exhibits no or little progress teacher will then refer the student to RTI.  The MTSS/RTI Committee will set-up a date and time for the teacher to review with the committee all collected data.  A more intensive intervention will be recommended on a more frequent basis and closely monitored.  Classroom teacher will meet with MTSS/RTI Committee to review Tier 2 intervention data.




 

 

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)?

Through the implementation of the Universal Design for Learning (UDL) we are able to meet the various needs of our students and create a more effective learning environment for students of all abilities. To achieve this at Mirror lake Elementary, data is frequently collected and anlayzed for remediation, enrichment or students who are on trck with grade level expectations.  Based on this data, small grou instuciton is implemented with specific identified, meausreable goals and targeted skills to be implemented within these groups.  In addition, differentiated centers for independent practice is created to allow students of varying abilities to  access learning on their specific instrucitonal level.  Students in i-Ready are put on specific learnning paths based on their Diagnostic test results as well as their needs based on informative assessments and classroom teacher observation to allow additional practice in both reading and math skills on specific instructional levels. In addition, teachers will use a variety of teaching strategies to appeal to different learning modalities such as kinesthetic, auditory, etc. Lastly, through the use of technology, class discussions and project-based learning, students will be challenged to demonstrate their knowledge and understanding.  
 

 

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

We ensure Tier 1 standards are being implemented through a balanced literacy approach. Tier 1 Standards-Based classroom instruction is discussed and planned for at each week's team meetings based  on the target goals of the grade's Florida Standards. The Literacy Coach and support staff members are always in attendance during these planning meetings to ensure Standards based Tier 1 instruction is planned properly.  In addition, formal and informal observations are done by administration to observe Tier 1 strategies being implemented.  Small group instruciton and differentiated centers are required in all classrooms in order to meet the needs of all learners through Tier 1 instruction.  
 

 

 

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 Instruction - Journeys, Science A-Z, StemScopes, Scholastic, Social Studies Leveled Readers

Supplemental Instruction - Scholastic Leveled Readers (Literary and Informational Text), Scholastic News, Science Spin, Storyworks, iReady LAFS and Mathematics Integrated Learning System, Newsela

Intervention Programs - Leveled Literacy Intervention

 

Please complete this section based on 2018-2019 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.

On going formative assessments are showing academic growth.  Students are also reading with fluency since they recognize and are able to read the words.  In addition, children are exposed to scientific vocabulary and content material.  Formative, interim, and summative assessments will be conducted throughout the school year to determine academic growth.

Results:
MLE is a "B" rated school.  
ELA proficiency score at 55%. We dropped by4%.
Mathematics proficiency score at 55%. We dropped by5%.

An increase of 2 % in Science with a proficiency score of 55%
58% of students making learning gains in ELA
68 % of students meeting learning gains in Math 
Lowest Quartile- 56% making learning gains in ELA
Lowest Quartile- 68% making learning gains in Math 

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Tier 1 Core Instruction, i-Ready Online Program, Scholastic News, Science Spin, Storyworks, Scholastic Guided Leveled Readers Classroom Teachers, Administration, and Support Staff 5/20/2019 NA $1,000.00
We will implement Leveled Literacy Intervention, i-Ready Online Program Classroom Teachers and VE/Resource teacher 5/20/2019 NA NA

BPIE Files

File Name Uploaded Date
BPIE_2018_Mirror-Lake-elementary.pdf 5/15/2019
BPIE_2015.pdf 10/24/2018