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

Pasadena Lakes ES (2071)

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

Pasadena PLC Unwrapping the Standards

Wednesday

9/5/2018 - 5/29/2019

2:20 PM - 3:10 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

82

18.30

0.00

0.00

36.60

9.80

01

77

10.40

2.60

0.00

28.60

5.20

02

92

16.30

0.00

0.00

41.30

9.80

03

95

10.50

1.10

0.00

22.10

3.20

04

98

15.30

4.10

0.00

22.40

4.10

05

83

18.10

0.00

0.00

26.50

7.20

 

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

Pasadena Lakes Elementary follows the state of Florida’s Multi-Tiered Support System (MTSS) guidelines.  A Collaborative Problem Solving Team (CPST) has been established, which includes the parent(s) of any student having academic problems, as well as the student’s teacher, the School Counselor, Curriculum Facilitator, Speech-Language Pathologist, ESE Specialist, Literacy Coach, School Social Worker, School Psychologist, Autism Coach/Behaviorist and both the Assistant Principal and Principal.
 
Any school staff member, or a student’s parent, may identify a student as having “academic difficulties.”  Once identified, the teacher completes Tier 1 information in BASIS 3.0, and asks that the student be moved to Tier 2 for appropriate interventions.  At that point, a number of baseline data is analyzed, including but not limited to, STAR and I-Ready diagnostics in Reading and/or Math, Diagnostic Assessment of Reading, Early Reading Diagnostic Assessment, FAIR scores (Gr. 4 and 5), etc.  Once the problem has been identified and targeted, research-based programs are put into place, depending on the student’s subject-area(s) weakness.  If the Tier 2 interventions, (which are implemented with fidelity), do not help the student progress, Tier 3 interventions, with an increase in frequency and duration, are put into place.  Ongoing Progress Monitoring occurs throughout the process; parents are informed via conferences and CPST meetings.
 
ELA/Reading weaknesses are identified as Phonemic Awareness, Phonics, Vocabulary, Fluency, Listening and Speaking and Comprehension.   Some of the programmatic interventions include:  Phonemic Awareness in Young Children, Road to the Code, Recipe for Reading, Phonics for Reading, Elements of Vocabulary, Vocabulary Improvement Program, Great Leaps, Quick Reads, ELL Newcomers Kits, and CRISS strategies applied with leveled readers, using both literature and informational text. 

Writing weaknesses often mirror reading weaknesses.  Our teachers use a variety of writing techniques such as Writer’s Workshop, the Six Traits, academic notebooks and journal writing to help increase academic performance in writing.  Technology such as Promethean Boards and websites including Study Island, STAR/AR, InSync, Starfall, Tumblebooks, Newslea and ReadWorks help our educators select reading material within a student’s Zone of Proximal Development.
 
Mathematics weaknesses are addressed through the use of Reflex Math, Study Island Math, MOBY Math, and GoMath Intervention resources, which include the heavy use of math manipulatives such as Base 10 Blocks, Tangrams, etc.
 
Intervention groups are formed through partnerships with Nova Southeastern University, who send trained college-aged tutors to our school to work one-on-one with our students needing Reading or Mathematics assistance.  These America Reads/Counts tutors also work during Pasadena’s AfterCare program.    Pasadena also pairs up with Flanagan High School, which provides tutoring from trained seniors to work with third graders reading a year below grade level.  The program is a year-long commitment through the Barbara Bush foundation; data is collected and analyzed through pre and post assessments.  Intervention groups have also been formed for students in grades 2-5.  Our 4 specials teachers meet daily with push-in groups; the Literacy Coach pushes in for ELL support with our A1 and A2 ESOL students.

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Monday
Wednesday

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

9/17/2018 - 5/29/2019

8:00 AM - 2:00 PM

 

School Counseling Plan File

File Name Upload Date

Guidance-Plan.pdf

10/18/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

PasadenaSEL-Action-Plan-2018.docx

10/9/2018

 


 

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

Sac-upload-october-30-18.pdf

October

A+ Funds

11/14/2018

Pasadena-Lakes-ES-SAC-Membership.pdf

October

None

10/26/2018

SAC_SAF-Meeting_Dates_18_19.docx

October

SAC ByLaws

10/25/2018

2071_12082017_SAF-Bylaws.docx

October

SAF ByLaws

10/25/2018

SAC-ByLaws.html

September

SAC ByLaws

10/25/2018

Sac-Upload-Sept-25-2018.pdf

September

None

10/10/2018

 


 

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?

Pasadena Lakes Elementary currently stands in Band 4, with 363 points earned.  Our rank within Band 4 is 141 (out of 208 schools).   

Since the 2012-2013 school year, Reading, Writing, Math and Science scores have been unstable, but trending generally downward in Grades 3, 4 and 5; including in all ethnicities with the exeception of Hispanic females. 

As such, our PLCs are focusing on ELA, because if students can't read well, they will have difficulties with Writing, content area (Science and Social Studies) text and Mathematics word problems.

 

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 scaled-up this year:

• Google Docs and Sheets have been introduced, and are used by each grade level team (including cluster teachers) to provide consistent and timely school-based monitoring in Reading and Mathematics.
• Specific feedback on instruction in each classroom is provided through I-observation, Classroom Walkthroughs, and quarterly data chats.
• School-wide strategic support for at-risk students students is provided by Specials and Support staff.
• Science rotations and labs have been introduced and classes scheduled into the labs.
• Teachers will monitor Writing using monthly on-demand prompts, and recording scores in Google Sheets.
• An FSA Camp for at-risk students in Reading and Math will be implemented

 

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

Sharing best practices is a way for schools to scale-up in order to improve student achievement; working together gives educators opportunities to share what is already working in their schools.  Pasadena Lakes Elementary School will "scale up" the following practices:

• Learning Goals and Scales will be displayed and reviewed prior to, and at the end of, lessons. 
• Field Trips have been scheduled to schools both within and above our SES Band.  Teachers have noted differences in instructional practices, and overall attitudes of staff and students in these schools. 
• Our principal converses with other principals within our Band to share ideas to improve student achievement. 
• Standards-based bulletin boards have been introduced in classrooms and in hallways.
• Administration provides consistent monitoring and feedback through iObservation and Marzano practices.
• Specific differentiated centers have been introduced in classrooms, which include interactive journal feedback which provides for student accountability.

 

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

School data is monitored every three weeks using School City assessments in ELA, Math and Science for students in grades K-5. We also provide monthly writing promts for students in grades 1-5. Students are assessed 3 times per year using the Benchmark Assessment System (BAS) in Reading. Students in Kindergarten are also assessed on letters, sounds, and concepts of prints. Once the assessment window closes, administration and curriculum support staff review the data then set up individual or team data chats to review the results with teachers. As a team, we discuss ways to remediate and enrich students. We also identify any instructional support that the teacher may need to ensure that student instructional needs are met. 
 

 

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

Students who are not progressing towards school and district goals are first instructed using the gradual release model. As teachers go through the process of releasing the learning process to students, teachers identify students who are not mastering the standard. Teachers then work with students in a small group setting to remediate students in meeting the standard. After more intense instruction, teachers can put the standard in the maintenance center to allow students to continue to work on the standard until mastery.  

The teacher can also begin to collect data in relation to how other students are progressing and present it to the Response to Intervention (RtI) Team. During the RtI review process, recommendations of further interventions can be shared with the teacher to implement with the student. Data is collected and the student progress is monitored for a period of 4-6 weeks. 

 

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)?

Pasadena Lakes ensures that lessons are planned with the students in mind. Teachers diffrentiate lessons to meet the needs of all learners. Pasadena provides lessons that offer students a variety of modalities to engage them, to provide multiple means of representing their understanding of the Florida standards and to demonostrate their understanding of the content through multiple ways of expression through informal and formal methods of assessments. Standards for reading and math are taught through whole and small group utilizing the Optimal Learning model.

 

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

Pasadena ensure that teachers are implementing Tier 1 standard based instruction through classroom walk-throughs and data analysis during data chats. Professional learning communites are centered around discussion of unwrapping the Florida Standards and collaborating with team members to discuss teaching strategies that scaffold instruction to drive student achievement 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?

Pasadena has a Balanced Literacy Reading Resource room where teachers are able to check out both literary and informational text to teach content standards through interactive and shared read alouds. Through school and district based trainings teachers have learned the ten characteristics of text to choose quality books for read alouds and guided reading groups. Each teacher has been provided with a literacy contiuum and prompting guides to provide students with quality text and questions to improve reading behaviors.

 

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

Social and emotional learning standards are taught through the Kids of Character, 7 Habits of a Leader, and through Leaps lessons provided by the district. Social and emotional learning is discussed during the morning show and during classroom lessons such as read alouds.

 

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

The five competencies are taught through the Leader in Me program and Kids of Character. Pasadena has also implemented a mentoring program to support those "fragile" students who are in need of one on one academic and emotional support. In addition, Pawesome Buddies buddy up students with Austim with general education students to teach students the importance of respect and tolerance of others.

 

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

The Leader in Me and Kids of Character educate our students on positive methods or strategies with interacting with others such as adults and students. All facets of these programs are discussed on the morning show and during class lessons.

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
All teachers at Pasadena Lakes use the optimal learning model to teach ELA standards in whole group and in small guided reading group utilizing BAS data to improve comprhension. Gail Williams 5/31/2019 Teachers are encouraged to take the district trainings. The Reading Coach also supports each team with providing additional professional development in ELA. $0.00

BPIE Files