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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

Beachside Montessori Village (2041)

School Year

2018 - 2019

School Grade
(2017 - 2018)

A

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

Electives

Wednesday

1st, 3rd

9/1/2018 - 9/30/2019

12:00 PM - 1:00 PM

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

Social Studies 6-8

Wednesday

2nd, 4th

9/1/2018 - 5/30/2019

8:30 AM - 9:10 AM

6, 7, 8

Science 6-8

Wednesday

2nd, 4th

9/1/2018 - 5/30/2019

8:30 AM - 9:10 AM

6, 7, 8

Mathematics 6-8

Wednesday

2nd, 4th

9/1/2018 - 5/30/2019

8:30 AM - 9:10 AM

6, 7, 8

Language Arts 6-8

Wednesday

2nd, 4th

9/1/2018 - 5/30/2019

8:30 AM - 9:10 AM

6, 7, 8

4/5

Wednesday

1st, 3rd

9/30/2018 - 5/30/2019

1:05 PM - 2:05 PM

4, 5

2/3

Wednesday

1st, 3rd

9/1/2018 - 5/30/2019

10:50 AM - 11:50 AM

2, 3

K/1

Wednesday

1st, 3rd

10/2/2018 - 5/30/2019

9:45 AM - 10:45 AM

K, 1

Pre-Kindergarten

Monday

1st, 3rd

9/3/2018 - 5/30/2019

8:30 AM - 9:10 AM

Pre 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

74

8.10

0.00

0.00

5.40

0.00

01

73

4.10

0.00

0.00

11.00

1.40

02

72

4.20

0.00

0.00

4.20

0.00

03

77

7.80

1.30

0.00

2.60

0.00

04

88

9.10

2.30

0.00

12.50

1.10

05

87

3.40

0.00

0.00

3.40

0.00

06

86

5.80

0.00

0.00

3.50

1.20

07

76

1.30

9.20

0.00

2.60

1.30

08

85

11.80

9.40

0.00

1.20

1.20

 

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

In order to address academic concerns in ELA and Math at BMV, the following have been implemented:
*A math special was continued for grades K-1to promote math fluency and a STEM special was created for grades 3-5.
*Intensive math and reading courses are established for upper school students.
*Students indicated as failing ELA and/or math and students scoring a Level 1 and 2 on the FSA receive extra instruction in his/her area of weakness.
*ELO offered to students predicted not proficient in reading and/or math as evidenced by the 2017-18 FSA as well as teacher input.
*Quarterly monitoring of all K-5 students' reading proficiency utilizing the school-based progress monitoring plan and common assessments.
*Data chats with all teachers and support staff/administration 4 times per year (aligned to the school-wide progress monitoring timeline) to target struggling students and discuss plans to remediate in the classroom and offer support outside the classroom.
*All students in grades kindergarten through eight not making behavioral, academic, or social progress will be referred to a grade level case manager to facilitate the RTI process.
*Twice a month the CPST/RTI meets to discuss student progress academically and behaviorally. Interventions available to assist in this progress are suggested, discussed, and altered.
*Montessori materials and hands-on manipulatives will be utilized to enhance the math and ELA curriculum.
*In order to provide rigor, enrichment, and remediation students in kindergarten through eighth grade will utilize the computer based programs including but not limited to  Wordly Wise, IREADY, Achieve 3000 and Soar to Success.
*ELA teachers school-wide in grades two through eight are implementing the Core Connections writing strategies in order to align writing instruction with the rigor of the Language Arts Florida Standards (LAFS).

In order to address attendance concerns at BMV, the following has been implemented:
*In order to positively impact student achievement, increase daily average attendance, and decrease early sign-outs, BMV has created an attendance plan in alignment with Broward County's policies and procedures.  Addressed in this plan are students with excessive absences, early sign-outs, and tardies. 
*During the 2017-2018 school year, eighth grade students had the largest number of students with attendance below 90%.  
*School social worker and guidance counselor are aware of students with excessive attendance concerns. They meet with parents and/or guardians in order to be proactive and offer assistance.

In order to address behavioral concerns at BMV, a school-wide behavior plan was created focusing on the Montessori values of "respect for self, respect for others, and respect for the environment." In order to involve parents in their child's growth socially, emotionally and educationally, Parent Universities addressing various topics will be presented at SAC monthly meetings.
 

 

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

9:30 AM - 3:00 PM

 

School Counseling Plan File

File Name Upload Date

School-Counseling-Plan.pdf

10/29/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

SEL-Action-Plan-2018_2019.docx

10/15/2018

 


 

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

Beachside-ES-3-5-Student-Results-(1).pdf

10/17/2018

Beachside-MS-6-8-Survey-Results.pdf

10/17/2018

Beachside-Parent-Survey.pdf

10/17/2018

Beachside-Staff-Survey-(2).pdf

10/17/2018

 

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

Beachside-Montessori-SAC-Membership.pdf

October

None

10/26/2018

SAF-Bylaws-BMV-(2).docx

October

SAF ByLaws

10/22/2018

2041_SAC_ByLaws-1-(2).doc

October

SAC ByLaws

10/15/2018

SACSign-inOct.10-2018.pdf

October

Monitored

10/15/2018

SACAgendaOct.10-2018.pdf

October

Monitored

10/15/2018

SACSAF-Dates-2018-19.pdf

October

Monitored

10/15/2018

SAFSign-inSept.12-2018.pdf

September

Monitored

10/10/2018

SAFMeetingAgendaSept.2018.pdf

September

Monitored

10/9/2018

SAC-May2018-minutes.pdf

September

Monitored

10/5/2018

SAC-Sept.2018-sign-in.pdf

September

Monitored

10/5/2018

SAC-agenda-Sept.2018.pdf

September

Monitored

10/5/2018

 


 

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?

1) We chose math as the content area of focus for improving student achievement.
2) We will also choose an ELA goal in the area of text-based writing in all grades. 

 

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?

1) We will use the RtI process to make sure the teaching and learning are applied to specific areas of weakness based on FSA reporting categories.
2) We will use best practice #1 PLC to help us improve teaching and learning in this area. 

 

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

1) We will administer formative assessments reguarly(bi-weekly) and use the data to differentiate instruction based on individual student needs.  We will monitor progress weekly in ensure grouping is fluid and continuous. 
2) In PLC meetings we will break down the writing standards and choose a monthly prompt that every grade level will implement. During our PLC meetings we will also choose mentor texts to show each type of writing or author's craft.

 

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

1)I-Ready assessments(2-5th grade and 6-8th grade for students in regular and advanced math) 
Go Math check points/chapter tests and intervention components when needed
Personal Math Trainer check points

2) Suppor staff and administration collects writing samples on a monthly basis to ensure the standards are being taught and that they are on track for improving text based writing. 

 

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

1)We will hold quarterly data chats to review individual students.
Feedback from administration when reviewing data
2) We have writing conferences with students and give specific feedback on their writing, teachers pull them into smaller groups to help while also providing graphic organizers to help students not progressing.

 

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)?

1) Team(grade level) planning following the scope and sequence of the standards for each grade level and monitoring student success.  Tier 2 and Tier 3 interventions will be implemented for those in need.
2) In our PLC meetings we bring best practices and samples of the writing from the previous month to make sure everyone uses what works. 

 

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

1) Quartly data chats
Feedback from administation based on observations/walk throughs/review of plans
Reports from team meetings
2) PLC follows each team with requires samples from each class, quarterly data chats, observations both formal and informal, walkthrough, and samples turned into admin. 

 

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?

1) We have supplemental magazines(resources) for each classroom
Our bookroom is filled with many of nonfiction text and nonfiction big books.
We have social studies leveled readers and class sets of novels.
2) Core instruction is Journeys/novel studies at K-5 and Novel studies and collections for 6-8.
supplemental and intervention include but not limited to: primary phonics, fundations, wilson, phonics for reading, journeys toolkit, write in reader for K-5
for 6-8 we have intensive reading classes which use impact, word wisdom

 

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



1) AND 2) Our curriculum is centered the Montessori Philosophy, which focuses on "respect self, respect other, respect the environment"
Areas of focus include:
practical life
sensorial
math
language
culture

 

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

1) and 2) All grade levels in elementary school have weekly community meetings
-identify problems
-analyzing situations
-solve the problem
-evaluate and reflect 

School-wide assemblies for Upper School 

School-wide "mindful" activities over the morning announcements to address self-awareness and social awareness 
Examples include:
mediation 
yoga
Libyrinth 
Peace garden 

 

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

1) and 2) To ensure self awareness and cultivate social awareness to build positive relationships 

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Workshops/trainings in the area of text-based writing..ex= DBQ, core connections, in addition to PLC focusing on breaking down writing standards Literacy coach, PLC facilitators, grade level teams 5/31/2019 DBQ, core connections

BPIE Files

File Name Uploaded Date
BPIE.pdf 10/23/2018