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

North Lauderdale K-8 (2231)

School Year

2018 - 2019

School Grade
(2017 - 2018)

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

Tuesday
Wednesday

1st, 2nd, 3rd, 4th

9/11/2018 - 5/29/2019

2:10 PM - 3:00 PM

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

 


 

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

111

28.80

0.00

0.00

15.30

8.10

01

100

16.00

0.00

0.00

28.00

5.00

02

103

30.10

0.00

0.00

29.10

11.70

03

126

15.90

1.60

0.00

22.20

3.20

04

104

17.30

1.90

0.00

31.70

6.70

05

96

11.50

2.10

0.00

40.60

4.20

06

47

6.40

2.10

21.30

42.60

17.00

07

25

0.00

8.00

28.00

44.00

20.00

08

22

0.00

9.10

22.70

27.30

18.20

 

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

Based on our school's most recent i-Ready Diagnostic 40%(272) of students are working 2 or more levels below their grade.  These students are at risk students and required Tier 3 interventions.  45%(306) students are working 1 level below and are in need of Tier 2 interventions.  Only 15%(101) are working at or above grade level.

In Kindergarten only 17% are working at or above grade level.   83%(74) of students need Tier 2 Interventions.  All students in kindergarten will receive instruction in Fundations for the first 30 minutes of the day.  Our school goal for this grade level is by the end of November all students are expected to master Letter/Names and Letter/Sounds.  Students who have not met the quarterly criteria for Letter/Names and Letter/Sounds, as well as the Benchmark Assessment System (BAS), will be brought up to RTI.

In first grade, only 11%(12) are working at or above grade level.  71%(75) identified at a Tier 2 level or working one grade below grade.  17%(18) are identified as Tier 3 or working 3 or more grades below.

In second grade only 14%(12) are working at or above grade level.  41%(36) are working at Tier 2 (1 grade below) and 45%(39) is working at Tier 3 (2 or more grade below).  This indicates that there is a Tier 1 problem and for this reason, students will receive Phonics for Reading for 30 minutes a day.  Students who do not respond to this program will be presented during the RTI process.

Sixty-two percent of 3rd-grade students (63) are performing 2 or more grades below.  22%(22) of students in third grade are working at or above grade level.  17%(17) are identified as Tier 2 students working only one grade level below.  Third-grade students will WALK TO READ every day for the first 30 minutes of the day to work on phonics.  The remaining students who are proficient and/or not in need of phonics will work with the Literacy Coach to improve on vocabulary and comprehension skills using Super QAR, Vocabulary.com and iReady.  This intervention will take place for 10 weeks and monitored for effectiveness through ongoing progress monitoring checkpoints.

In the fifth grade 48%(46) of students are working two or more grades below the level (Tier 3).  37%(35) are at a Tier 2 Level and only 12%(12) students are working at or above grade level.  Students in fifth grade (except for one class which house our ESOL students in a self contained classroom with only one teacher for the entire day) rotate between 4 teachers to receive instruction in one specific content area.  One teacher teaches math to all 5th graders, another teachers only science to all students, and another teachers ELA.  Students are grouped by ability so that classes that need the additional support recieves the assistance.

In the sixth grade, 71%(31) students are on a Tier 3 level.  20%(9) students are working at Tier 2 and only 9%(4) students are working at or above grade level.
In the seventh grade, 67%(22) students are on a Tier 3 level.  15%(5) students are working 1 level below (Tier 2) and 18%(6) students are working at or above grade level.
In the eighth grade, 76%(16) students are on a Tier 3 level.  5%(1) student is one level below (Tier 2) and 19%(4) students are working at or above grade level.
Our school assistant principal has created block scheduling for all middle school class.  This way students who fall in the lowest 25% quartile receives an additional block of reading support.
 

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Thursday

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

9/11/2018 - 6/30/2018

8:30 AM - 12:30 PM

 

School Counseling Plan File

File Name Upload Date

landscapeASCP1819.pdf

10/18/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

SEL-Revised-11-30.docx

11/30/2018

 


 

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

NL-SAC-Composition-10-31.pdf

October

None

10/31/2018

North-Lauderdale-PK-8-Collaborative-Visit-102918.pdf

October

None

10/31/2018

NL-SAC-&-SAF-Sign-Ins-for-Oct..pdf-2.pdf

October

None

10/25/2018

NL-SAC-Bylaws-2018-19.pdf

October

SAC ByLaws

10/25/2018

NL-SAC-Sign-In-Sept..pdf

October

None

10/25/2018

SAF-Bylaw-NL-2018-2019-PDF.pdf

October

SAF ByLaws

10/25/2018

SAC-Composition-Program-2018-19.pdf

October

None

10/25/2018

SAC-Meeting-Mins-&-Agenda-Sept-12-Rev-PDF.pdf

October

Developed

10/25/2018

SAF-Meeting-Mins-&-Agenda-OCT-PDF.docx

October

SAF ByLaws

10/25/2018

SAC-Meeting-Mins-&-Agenda-OCT-18-PDF.pdf

October

SAC ByLaws

10/25/2018

NL-SAC-SAF-Parent-Activity-Meetings-2018-(2).docx

October

Monitored

10/18/2018

 


 

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?

-FSA ELA Achievement -2016 (38%), 2017 (40%), 2018 (43%), 2019 (+48%)/ +3 points
To improve on our ELA proficiency target we are focusing on improving the Balanced Literacy block.  Teachers will plan standards based aligned curriculum beginning with Interactive Read Alouds, Anchor Charts, Shared Reading and Writing,
 
-FSA Mathematics Achievement -2016 (48%), 2017 (50%), 2018 (50%), 2019 (+55%)/ +0 points
In grades 3-5 we are focusing on using the Acaletics program with true fidelity.  Teachers work on the Quick Pics for 30 minutes a day before math instruction.  During monthly Scrimmage Check Points teachers meet during weekly PLC meetings to engage in WISE (Weekly Instructional Exchange Sessions) where we perform item analysis to identify remediation targets for the next five days of instruction.  We understand that in order for data to work effectively it must be shared within 48 hours and teachers provided with test in hand analysis of the assessment used.
 
-FCAT Science- 2016 (22%), 2017 (26%), 2018 (33%), 2019 (+38%)/ +7 points
This year the fifth grade team is departmentalized similar to the middle school block scheduling.  All students work with one teacher who teaches science on the grade level.  This teacher has attended the Stemscopes/Science A-Z Cadre 10 training and also has trained all team leaders and the leadership team.  Using the hands-on resources provided by Stemscopes, the district’s CANVAS Elementary Learning site, and the 5E Lesson Plan template teachers are able to plan for standards based aligned instruction.  Students are also progressed monitored through SchoolCity assessments.
 
-ELA Learning Gains- 2016 (54%), 2017 (38%), 2018 (54%), 2019 (+59%)/ +16 points
-Math Learning Gains- 2016 (59%), 2017 (52%), 2018 (45%), 2019 (+50%)/ -7 points
-ELA Learning Gains Lowest 25%- 2016 (53%), 2017 (32%), 2018 (55%) 2019 (+60%)/ +23 points
-Math Learning Gains Lowest 25%- 2016 (52%), 2017 (26%), 2018 (33%), 2019 (+38%)/ 0 points
We have identified students based on how many points they would need to count for learning gains.  Students know who they are and know their goals/targets.  Students track their progress regularly and conference with teachers.  We are ensuring students are working on the i-Ready program for at least 60 minutes a week and have designed an At-Home Tracking Plan for usage.  These students are rewarded monthly for meeting i-Ready minutes of 1 hour or more each week on math and reading.
 
-Social Studies Achievement- 2016 (78%), 2017 (57%), 2018 (47%), 2019 (+57%)/ -10 points
-Middle Acceleration- 2016 (N/A), 2017 (N/A), 2018 (73%), 2019 (+78%)/ -5 points

 

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?

We are having weekly scheduled PLCs where we will continue to analyze student data to plan next step actions.  Teachers and support staff have already identified students who have met proficiency as measured by the 2017-2018 FSA ELA, Math, Science, and Social Studies scores and those who are close to proficiency.  They have also determined how many points students need to make learning gains.  Also, we have identified students who are on the bottom 25% in both subject areas. 

We have scaled of BEST practices in the area of i-Ready usage

 

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

This year we are focusing in the following 3 areas; PLCs, i-Ready and Student Tracking of Data.

We have decided to improve on the Professional Learning Committees (PLCs) we provide to our staff at North Lauderdale. All teachers in grades K-2nd meeting on Tuesdays and grades 3-8th grade teachers.  Teachers in grade 3-8th are departmentalized.  All math subject teachers meet with the Math Coach for PLCs and all the teachers who teach literacy meet together.  The teachers meet to analyze data, plan next-step actions for teaching and learning, and revisit plan of action to determine effectiveness.


Also, we are using the i-Ready program to teach and assess student learning.  The i-Ready Intervention Screener Report shows that 40%(272) of students are at risk for Tier 3 (performing 2 or more levels below current grade), 45%(306) of students are at Tier 2 (1 level below), and only 15%(101) of students are working on or above grade level.
Plan of Action

  1. Ensure that students are on the i-Ready program for reading and math at least 45 minutes a week for each subject.
  2. Use the i-Ready Teacher Tool Box to plan standard aligned instruction for both whole group and small group teaching.
  3. Utilize the i-Ready Standards Mastery Form A and Form B assessments to track student progress towards mastery of standards.
  4. Utilize the i-Ready Standards Mastery assessments to examine test questions in hand to reteach and enrich student learning before administering Form B.
  5. Create specified student instructional groups to identify targeted instruction/interventions.
Finally, we are working to improve individual student buy-in in tracking their own data.  Through regularly scheduled teacher-student conferencing, students will be able to monitor, chart and reflect on their progress.  We understand that when students are able to track their own learning that they can make an increase of 34%.  Students will also reflect on learning using the Learning Goals and Performance Scales where students reflect on their pre-learning score as compared to their post learning rating.  When teachers set goals and objectives and help students to identify where they fall in the LGPS students can make an increase of 25%.

 

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

The data used as a school-level to progress monitor are the following:
Quarterly Assessments- Benchmark Assessment System (BAS), i-Ready Diagnostics 1, 2, and 3,
i-Ready Standards Mastery- Used to monitor students on Common Formative Assessments performed every 3 weeks
SchoolCity Assessments- Also used to progress monitor student performance on standard specific areas in math and reading.
Acaletics Scrimmage- Used on a monthly basis to monitor student performance on math specific standards.  The goal is for students to make a 10% increase each month as they are assessed on the same 50 test items in October through April.
In kindergarten students are assessed on the Letter Names and Letter Sounds four times a year.
 

 

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

Students who are not progressing towards district goals are presented in RTI.  Once we have ensured that Tier 1 instruction have been implemented with fidelity and ruled out as a process, we ensure that a Tier 2 and/or Tier 3 intervention is added to support the learner.  If neither of the Tier interventions have shown that the students is making adequate progress then the student is further evaluated to determine if there is a learning disability.


 

 

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)?

Students in the intermediate grade levels have access to laptops at a 1-to-1 ratio.

 

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

Teachers in K-3 follow the Balanced Literacy ACE-It teaching framework.  This template identifies specific areas of the reading block for planning such as the Interactive Read Aloud resource, standards being covered, whole group and small group resources, and center activities. 
Teachers have received the Look-Fors for a Balanced Literacy Block and use this to plan for the literacy block.

 

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 core text that our school have decided to use is the i-Ready LAFS for all grade levels in the area of literacy.  For math all teachers use Go Math.  In addition to GO Math, teachers in the intermediate grade levels use the i-Ready MAFS textbooks. 
Also, all teachers have access to the Scholastic’s A-Z Book room.  These books are used in small groups to plan instructional level support to students.  The intervention resources used are the following; Phonics for Reading and i-Ready Teacher Tool Box and Lesson Plans for Student Domain Profile Groups.
Students in the middle school grade levels also use i-Ready, LAFS and MAFS, GO MATH, and INSIGHT.

 

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

Our school counselor has been working with students to improve on character development skills.

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Phonics Instruction School Leadership Team 6/3/2019 Phonics for Reading $13,000.00

BPIE Files

File Name Uploaded Date
BPIE-North-Lauderdale-2018-2019.pdf 10/25/2018