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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

Flamingo ES (2541)

School Year

2018 - 2019

School Grade
(2017 - 2018)


Executive Summary

Download/View Executive Summary




A Focused and Authentic 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


Florida Standards Professional Learning Plan (2541 Reading K-5)


3rd, 4th

9/11/2018 - 5/14/2019

8:00 AM - 2:00 PM

K, 1, 2, 3, 4, 5




An Embedded High Quality RtI Process


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)


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












































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

Flamingo Elementary employs a variety of strategies to improve the academic performance of students identified by the Early Warning System.  Instruction for all students is standards driven. Formative Assessment Data is collected monthly to determine that students are progressing toward school and District goals. Data is analyzed at monthly Professional Learning Communities PLC’s) and subsequent instruction is based on results. Spiraling and reteaching of FSA Standards are integral components in this process.  Flamingo Elementary School teachers utilize differentiated centers, Thinking Maps, Brain Break Movement, flexible seating, and an array of modalities that would be considered consistent with Universal Design for Learning (UDL) principles.

For English Language Arts (ELA), Balanced Literacy (LAF's, Journeys, Guided Leveled Readers) is used for core curriculum.  Scholastic Newsprint and Story Works are used for supplemental materials.  Phonics for Reading, Write in Reader, Fundations, Wilson, and LLI in grades 1-2 are used for Intervention programs based on students' needs. In Math, Go Math is used for core curriculum. Front Row Math is used as supplemental material, and Ten Marks is used for fluency.  
The Response to Intervention (RtI) process is used to identify and guarantee that students in danger of failure and/or retention are receiving assistance and support. Students who are experiencing difficulties with Tier 1 core instructions are referred to RtI.  RtI meetings consist of the RtI Team (Administrator(s), Guidance Counselor, Literacy Coach, Math Coach, School Psychologist,, teachers, and may include parents. The meetings are held every six weeks to determine progress toward standards mastery or lack thereof for referred students. Student progress is graphed. Once determined that students are still struggling, Tier 2 and or Tier 3 interventions are implemented based on deficits.  RtI follow-up meetings are held, and if progress is being made interventions continue.  If progress is not being made interventions may be changed or the RtI Team may recommend that the students be referred for evaluation.  In addition to RtI, students who do not meet quarterly progress monitoring criteria are placed on a Progress Monitoring Plan (PMP) for Reading and/or Math.

An analysis of Early Warning Indicators from school years 2015 to 2016 showed a slight increase in percentages of students at FSA Leve1. Percentages are as follows: 20.50%; 26.10%; 21.30% - Grades 3, 4, 5 respectively, 2015-2016 as compared to 30.40%; 28.40%; 24.50% - Grades 3, 4, 5 respectively, 2016-2017.  To address this, FSA Level 1 students in English Language Arts (ELA) and/or Math and those students who present with two or more Early Warning Indicators are identified and monitored closely to ensure their improved school performance though targeted interventions. 

To recapitulate, Flamingo Elementary School strives to improve the academic performance of students identified in the Early Warning System through timely identification, routine implementation of the aforementioned academic interventions, and frequent progress monitoring.


RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times


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

9/5/2018 - 5/22/2019

7:30 AM - 3:00 PM


School Counseling Plan File

File Name Upload Date




Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date






Optimal Internal/External Relationships


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



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 ByLaws




















SAC ByLaws





Scaling Up BEST Practices


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.



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?

As evidenced in the Spring 2018 Florida Standards Assessment Reporting Categories and the recent SES Band Data, the following content area(s) will be focused upon based on less than anticipated student achievement outcomes:

  • English Language Arts (ELA)  - Integration of Knowledge and Ideas Cluster - Grades 3, 4, and 5 (50%, 46%, 58%); respectively
  • Math -
    • Numbers and Operations Grade 3 (56%), Grade 4 (57%)
    • Algebraic Operations, Thinking and Fractions Grade 5 (45%)


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?

To increase performance within the SES Band, the following practices will be implemented based on the analysis of the results of the Spring 2018 Florida Standards Assessment Reporting Categories: 

  • Professional Learning Communities
  • Literacy Continuum
  • Leveled Reader Book Room
  • Use of Instructional Focus Calendars (IFC's)
  • Use of Text-Dependent Questions in Reading and across all content areas
  • Accountable Talk in evidence - (discourse)
  • Fluency Tier 1 Six Minute Solution  - Quick Reads
  • High Probability Elements
  • Formative Assessments - School City
  • Journeys Phonics K - 2
  • Science Experiments Weekly Evidence in Student Journals
  • Ready LAFS in small groups Grades 2-5 - evidence in Workbooks
  • Math - Student Journal evidence of Understand, Plan, Solve, Check 
  • Intervention Groups in Reading and Math Groups targeting the lowest 25% 
  • Use of Thinking Maps K - 5
  • Differentiated Centers


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

Best practices will be scaled-up through the following:

  • Re-teaching. 
  • Use of Instructional Focus Calendars (IFC's) designed to address timely instruction of weakest FSA areas with focus being maintained throughout the school year.
  • K-5 school-wide Tier 1 Fluency will be implemented using whole group 6 Minute Solution; Journeys Fluency Probes for assessment - school-wide quarterly Fluency Assessments will be put on the school calendar..
  • K-2 Journey Phonics Daily Phonics will be implemented.
  • Kindergarten will assess Fluency with DIBELS. Reading block schedules will show times for Phonics Instruction and 6 Minute Solution.
  • Math Journals will be used and reviewed indicating Understand, Plan, Solve, and Check math instruction.
  • All students of the lowest quartile in reading and math will be identified and assessed to determine skill levels; students will receive small group instruction targeted to deficiencies.
  • Teachers will have students do more text discussion i.e. “stop and jot.” 
  • More resources will be sought using Comparison of Two Texts for intermediate grades.  
  • Grade 3 Teachers will have a greater focus on having students identify “author and you” and “on my own” questions when using QAR.  
  • Use of Thinking Maps K – 5


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

In addition to using texts from core, supplemental, and intervention programs, Flamingo Elementary teachers are utilizing the Balanced Literacy Bookroom, online resources, and periodicals.
Progress monitoring data is collected in ELA, Math, and Science using SchoolCIty Assessments.  Formative Assessments are also collected from teachers and data is analyzed in PLC's.


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 placed on a Progress Monitoring Plan.  Teachers plan target instructions and identify interventions to help improve academic achievement.  ?Small groiup instruction occurs daily which allows for remediation and additional interventions are provided to students not meeting school and district goalsSupport is provided by classroom teacher, resource teacher, and ELA or Math Coaches.  Teachers monitor frequently to gauge the effectiveness of their teaching and adjust instructional techniques to meet the needs of the individual student.  If student isn’t responding to Tier 1 instruction.  Student is presented to RTI and moves to Tier 2 with increased interventions and instruction.


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)?

Classroom teachers plan instruction aimed at meeting the needs of every student.  Teachers confer with students and identify goals that students should be working towards achievement.  Goals are posted for specific lessons and student track their progress and reflect on their learning.  Teachers are constantly giving feedback, praise, and encouragement.   Many classrooms offer flexible sitting and flexible grouping that’s conducive to the learning environment with fewer barriers for learning.


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

Tier 1 instruction is delivered directly and explicitly. Teachers utilize a Balanced Literacy method for reading instruction.  Through whole group, small group, literacy center, and independent activities, lessons are differentiated to meet the individual needs of their students.  A Balanced Literacy Method allows for shared reading/writing, guided reading/writing, interactive read-aloud, and independent reading/writing activity that fosters a gradual release model.  


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?

K-5 administers the Benchmark Assessments to determine student’s independent, frustration, and instructional reading levels.  Teachers utilize the Scholastic Leveled Bookroom for informational and literary text to accelerate their guided reading instruction.

  • Florida Ready LAFS
  • Leveled Literacy Intervention
  • Phonics for Reading
  • Six-Minute Fluency
  • Journey’s K-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?

1.  K-5 utilizes the Sanford Harmony Curriculum to promote SEL lessons
2.  Move This World
3.  SEL Literature / Activities
4.  Monthly Kid of Character
5. Brag Tags


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

SEL Competencies: Self-Awareness, Self-Management, Social Awareness, Relationship Skills, and Responsibility Decision-Making and implemented School-Wide through literature to provide students with the Social and emotional Learning Skills needed to become responsible citizens and productive members of society.


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

  • School-Wide mentoring programs
  • Safe Learning Environment
  • Academic Achievement
  • Healthy Personal-Social Development



Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Monthly PLC meetings focused on specific standards instruction and small group activities. Literacy Coach (Ms. Patrick), Math Resource Teacher (Ms. Paniagua) 6/5/2019 School Based PD with Cadre Math Contact $3,250.00

BPIE Files

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