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

Atlantic West ES (2511)

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

2511 New Teacher Mentoring Program

Thursday

2nd, 4th

8/15/2018 - 5/31/2019

2:15 PM - 3:00 PM

K, 1, 2, 3, 4, 5

2511 Science Fourth

Thursday

1st, 3rd

8/15/2018 - 5/24/2019

2:30 PM - 3:00 PM

4

2511 Science Third

Wednesday

2nd, 4th

8/15/2018 - 5/24/2018

2:30 PM - 3:00 PM

3

2511 Science Fifth

Thursday

5th

8/15/2018 - 5/24/2019

2:30 PM - 3:00 PM

5

2511 Science Second

Wednesday

2nd, 4th

8/15/2018 - 5/17/2018

2:30 PM - 3:00 PM

2

2511 Science First

Friday

1st, 3rd

8/15/2018 - 5/24/2018

2:30 PM - 3:00 PM

1

2511 Science Kindergarten

Friday

2nd, 4th

8/15/2018 - 5/31/2018

2:30 PM - 3:00 PM

K

2511 Math Primary

Tuesday

4th

8/15/2018 - 5/28/2019

2:15 PM - 3:00 PM

K, 1, 2

2511 Math intermediate

Tuesday

1st

8/15/2018 - 5/7/2019

2:15 PM - 3:00 PM

3, 4, 5

2511 ELA Primary

Tuesday

1st

8/15/2018 - 5/7/2018

2:15 PM - 3:00 PM

K, 1, 2

2511 ELA Intermediate

Tuesday

4th

8/15/2018 - 5/21/2019

2:15 PM - 3:00 PM

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

87

20.70

0.00

0.00

39.10

10.30

01

111

18.90

0.00

0.00

31.50

8.10

02

111

20.70

0.90

0.00

29.70

7.20

03

135

14.80

0.70

0.00

40.70

9.60

04

133

9.80

3.00

0.00

45.90

9.00

05

124

14.50

3.20

0.00

37.10

8.90

 

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

Intervention strategies have been put in place to improve the academic performance of students identified by the early warning system including the following:
Parent contact, parent conferences, letters home, social worker referrals, LLI, small group guided reading, iReady, Go Math reteach, push-in support, manipulatives, and iReady toolbox.

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Monday

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

9/17/2018 - 6/3/2019

8:30 AM - 3:00 PM

Monday

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

9/24/2018 - 5/20/2018

8:00 AM - 3:00 PM

 

School Counseling Plan File

File Name Upload Date

CounselingPlan2018.pdf

9/21/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

SEL-Action-Plan-2018.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.

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-and-SAF-Meeting-Dates.docx

October

A+ Funds

10/18/2018

AWE_SAC_SAF_09172018.pdf

October

SAC ByLaws

10/18/2018

AWE_SAC_Composition_201819

October

Developed

10/18/2018

SAC_-ByLaws_201819.html

October

SAC ByLaws

10/18/2018

AWE_SAC_10152018.pdf

October

Developed

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?

Reading, Math, and Science will be our content areas of focus.  Atlantic West Elementary’s 2017-18 FSA proficiency level for ELA was 33%, Math was 46%, and Science was 32%.  Our focus is to show an increase in proficiency by 5% which can be seen as an increase on our SES band.

 

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 will be using iReady standards mastery and extra lessons for differentiation in Reading and math to target individual student needs.  Students reading below grade level in grades Kindergarten to grade 3 will participate in Leveled Literacy Intervention in addition to the regular Tier One reading instruction.  Students in grades 4 and 5 identified in the bottom quartile for reading participate in reading intervention 30-45min. daily in conjunction with their regular Tier One reading instruction.  In math, students in grades 3 and 4, identified as bottom quartile will participate in push-in or pull-out intervention groups in conjunction with their regular Tier One math instruction.  Atlantic West Elementary math and reading professional development is held bi-weekly.  Math PLCs will focus on standards-based learning and differentiated instruction, while Reading PLCs will focus on guided and shared reading standards-based instruction.  The science coach will provide push-in support weekly to all grade levels along with bi-weekly team meetings to support teachers in planning effective, standards-based instruction.

 

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

Atlantic West Elementary grade level teams will analyze data provided from the 2017-18 Florida Standards Assessment, the Primary End of year reading assessment, BAS, and iReady Diagnostic Assessment to identify areas of strengths and weaknesses for individual students, classes, and school.  Data will drive the instruction.  Teachers will differentiate within small groups and centers for both reading and math.  Students will set goals and take ownership of their learning by utilizing “On Track” data tracking folders. Teachers and the administrative team will monitor growth through iReady and data chats.

 

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

Reading – The Benchmark Assessment System will be administered to all grade levels three times during the school year.  Teachers will input data into BASIS.  iReady Diagnostic Assessments will be given and data collected and reviewed three times during the year.
Math – Data will be monitored through iReady Diagnostic Assessments three times during the year and Standards Mastery assessment data will be collected according to the Assessment calendar on a monthly basis.
Science – Mini BAT assessments will be assigned as Standard Instruction is completed on a monthly basis.

 

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

Atlantic West Elementary teachers participate in quarterly data chats, individual grade level team meetings to help teammates brainstorm proven interventions to help students achieve success.  Grade level team leaders help team members initiate the RTI process by assisting in the Child Study referral process.  In addition, they determine common assessments to compare them to themselves, class and grade level.

 

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)?

Tier One instruction is provided to each student within the classroom.  Students will be allowed choices to display mastery in reading, math, and science.  Teachers will set a clear goal, anticipate barriers that may arise within the lesson or standard and provide options for engagement, representation, and actions and expressions for demonstration of their mastery of the standards. 
Universal Design for Learning Professional development for staff will be provided through the District.  Select teachers will attend and share the learning within the Professional Learning Communities.

 

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

Coaches and Administrative walk-throughs will be utilized to observe Tier 1 Standard-Based instruction implementation.  Coaches will provide feedback and training within PLCs.  The administration will provide feedback to individual teachers.

 

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?

Atlantic West Elementary utilizes the Title I Scholastic book room for core instruction through balanced literacy in all grades.  The Scholastic book room contains both literary and informational text in guided reading levels ranging from A through Z.  Journeys leveled readers and anchor texts are also resources used for literacy instruction.  Social Studies and Science content are taught schoolwide through an interdisciplinary approach using the content area leveled readers and anchor texts provided by the district.  Intervention programs at Atlantic West Elementary include Leveled Literacy Intervention for grades K-3, Fundations for grades K-2, Journey's toolkit K-5, Rewards 3-5 and Wilson for ESE students in grades 3-5. 

 

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

AWE implements the SEL standards through use of the Sanford Harmony program, immersed with our PBIS SOAR expectations, classroom guidance lessons, school assemblies, and infusion of SEL competencies within our curriculum. Classroom and our school-wide behavior plan focuses on the SEL competencies

 

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

Daily morning announcements highlight character traits as part of the Kids of Character monthly program where students who exemplify the behavior are recognized. Every teacher incorporates Sanford Harmony activities in their lesson plans. They explore the five SEL competencies by empowering students to communicate, cooperate, connect, embrace diversity and resolve the conflict. Teachers use these activities along with the PBIS expectations in the classroom to teach SOAR (Self Control, On Task behaviors, Acceptance of others, and Respect.) In addition, students who show positive SOAR behaviors and rewarded with incentives. At AWE our SEL goals include teaching self-awareness and self-management skills to achieve school and life success. We focus on social-awareness and interpersonal skills to establish and maintain positive relationships. Teachers also apply decision-making skills and responsible behaviors in personal, school, and community contexts. Through balanced instruction and cooperative learning in the classroom, the students’ SEL skills are applied.

 

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

AWE is a PBIS school and we focus on expectations that are required to be followed by all students so every student can be successful. Teachers base their classroom discipline plan on the school-wide expectations and students who exemplify these behaviors are recognized and they then model the appropriate behaviors so that all students can be successful.

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Science Resource interventionist will be pushing into classrooms weekly into 5th grade and bi-weekly to the K,1,2,4,5. Hands-on science inquiries, museum exhibit nights, field trips and field experiences, Carolyn Luckenback and Jennifer Forest 5/30/2018 Intro to standards based curriculum K-2, 3-5 and STEMScopes Trainings NA
Small Group Guided Reading, LLI, DBQ, reading resource interventionist, I-ready individual lesson support, standards practice, Foundations, and REWARDS 5/30/2018 District Small Group Guided Reading Training and District DBQ Training, ELA focused PLC NA
Small Group differentiated instruction within the math block, math resource interventionist for 3rd and 4th grade lowest quartile, iReady lesson support and standards practice, Go Math intervention materials. Classroom Teachers, Ms. Brocale 5/30/2018 District Standards-Based Effective Math Block training, District Math Strands training, School-based Math PLC

BPIE Files

File Name Uploaded Date
2511_10182017_2511_09302016_AWE.BPIE-15-16.pdf 10/18/2018