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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

Coral Springs MS (2561)

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

2561 ELA, 2561 Math, 2561 Electives, 2561 ESE, 2561 Guidance, 2561 Social Studies, 2561 Science

Tuesday
Friday

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

8/10/2018 - 5/15/2019

8:35 AM - 9:05 PM

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: 9/18/2019)

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

06

404

37.00

70.00

17.00

102.00

19.00

07

411

56.00

76.00

12.00

115.00

20.00

08

384

56.00

62.00

21.00

77.00

52.00

 

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

Students who score a Level 1 or 2 on their Florida Standards Assessment in English Language Arts are scheduled in to an Intensive Reading course. Within the Intensive Reading courses, teachers utilize FAIR data and individual reading assessments (such as a fluency probe and the San Diego Quick word assessment) in order to guage the amount of phonetic instruction the student(s) may or may not need. Reading teachers incorporate multisyllabic word attack skills to increase fluency, vocabulary instruction, and comprehension strategies for all students. In addition to FAIR data, reading teachers administer Common Formative Assessments that are based standards from the reporting categories, Key Ideas & Details, Craft & Structure, Integration of Knowledge and Ideas, as well as Language. Reading teachers utilize these grade level CFAs to determine next instructional steps for their students. 

Academic interventions we make available are: Extra Help sessions on Wednesday mornings, available to all students in any subject; after school camp sessions focused on standards-based instruction in Reading, Math, Science, and Civics; Course recovery modules available through Canvas; ESE Resource room with Support Specialist available for assistance; ELL Resource room with a Spanish-speaking teacher assistant available for assistance. 

In addition to teachers utilizing RtI referrals and documenting strategies utlilized/attempted,  time for teachers to meet and discuss students who are identified with Early Warning Indicators is built in to our before school professional time. Teachers have the opportunity to meet with other teachers who share these students, administration, and Guidance Counselors in order to provide academic and social support. 

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Tuesday

2nd, 4th

9/18/2018 - 5/21/2019

10:00 AM - 11:30 AM

 

School Counseling Plan File

File Name Upload Date

Annual-Counseling-Plan.pdf

10/9/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

CSMS-SEL-Plan-18-19.pdf

10/18/2018

 


 

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

May-2019-SAC-sign-in-sheets.pdf

May

Monitored

5/28/2019

May-2019-SAC-minutes-and-agenda.pdf

May

Monitored

5/28/2019

May-2019-SAC-minutes-and-agenda.pdf

May

Monitored

5/23/2019

May-2019-SAC-sign-in-sheets.pdf

December

Monitored

5/23/2019

SAC-Minutes-2019-4-17.pdf

April

Monitored

4/29/2019

SAC-April-19-sign-in-sheets.pdf

April

Monitored

4/29/2019

SAC-Minutes-2019-3-20.pdf

April

Monitored

4/29/2019

SAC-March-2019-sign-in-sheets.pdf

April

Monitored

4/29/2019

SAC-2-20-19-sign-in-sheets.pdf

April

Monitored

4/29/2019

SAC-Minutes-2019-2-20.pdf

April

Monitored

4/29/2019

SAC-1-23-19-Sign-in-sheets.pdf

April

Monitored

4/29/2019

SAC-1-23-19-Minutes.pdf

April

Monitored

4/29/2019

SAC-Minutes-2018-12-5.pdf

December

A+ Funds

2/15/2019

Dec-5-SAC-SAF-sign-in-sheets.pdf

December

A+ Funds

2/15/2019

CSMS-2561-SIP-midyear-reflection.pdf

February

A+ Funds

2/1/2019

SAC-18-19-meeting-dates.pdf

December

None

12/14/2018

SAC-Composition-report-18-19.pdf

December

A+ Funds

12/14/2018

SAC-Nov-Sign-In-sheets.pdf

November

None

11/19/2018

SAC-Nov-7-Minutes.pdf

November

Monitored

11/19/2018

SAC-11-7-18-agenda.pdf

November

Monitored

11/19/2018

SAC-10-3-18-sign-in-sheets.pdf

October

Developed

11/19/2018

SAC-10-3-18-minutes.pdf

October

Monitored

11/19/2018

SAC-10-3-18-agenda.pdf

October

Developed

11/19/2018

SAC-9-5-18-agenda.pdf

September

Developed

11/19/2018

SAC-Minutes-2018-09-05.pdf

September

Developed

10/18/2018

SAC-sept-2018-sign-in.pdf

September

None

10/18/2018

CSMS-SAC-ByLaws-18-19.pdf

September

SAC ByLaws

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?

Based on school trend data our areas of focus will the Lowest 25%, Learning Gains for ELA, and Acceleration (high school courses) achievement. These areas were chosen for the following reasons:
1) The Lowest 25% are the most fragile students in our school and although we saw improvement with this subgroup, we must continue to support them and continue the initiatives that fostered growth. 
2) Learning Gains in English Language Arts was chosen because overall there was no growth here, in fact it decreased by one percent. 
3) Middle School Acceleration also saw a decrease (of 6%) and these high school courses will be an area of focus as well. 

 

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 implemented to improve teaching and learning in respect to the following goals: 
1) Lowest 25% - BEST Practice #3 Optimal Internal/External Relationships
2) ELA Learning Gains - BEST Practice #1 A Focused and Authentic PLC
3) Middle School Acceleration - BEST Practice #1 and BEST Practice #3

 

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

1) Our Lowest 25% has seen increases in achievement over the last three years (41, 43, 49%) due to initiatives put in place to support this group. Our PASS (Providing Academic and Social Support) meetings where we discuss students and strategies with admin, guidance, and the teachers have been valuable in learning ways to engage and assist specific students. Discussions of what works and what doesn't are essential. These PASS sessions fall under BEST Practice #3, Optimal Internal/External Relationships, as it allows opportunity for the various internal departments to collaborate and communicate about the Lowest 25%, address concerns, and determine next steps. We will continue PASS meetings. Additionally, we will reach out to the families of these students in particular and encourage their attendance at our after school camps this Spring. 
2) ELA Learning Gains saw a decrease this past year, while overall ELA achievement and the Lowest 25% saw improvement. This leads us to believe students who are currently proficient in reading are not growing or making gains. With so much emphasis over these last few years with the lowest 25%, perhaps we need to ensure our 3s,4s, and Level 5 readers are being challenged and enriched. The work to ensure this improvement in teaching and learning will initiate through PLC. When having data chats on common formative assessment data, attention will be drawn to the progress of our proficient readers and next steps to ensure their growth. Particularly, we will be looking at ways to increase our students reading fluency and stamina as the FSA requires students to maintain focus and comprehend lengthy, often paired passages. We will also seek ways to ensure our student have ample experience with the questioning styles of the FSA; we will do this through our CFAs as well as increased NewsELA usage across disciplines. 
3) Middle School Acceleration saw a drop in six points this past year. While Algebra and Geometry students are passing their EOCs at more than satisfactory levels, we are looking to support even more students who choose to embark upon high school level courses. We will strongly support students who scored Level 3 on the FSA Math as they are enrolled in Algebra this year. They will be closely monitored to ensure their success. Additionally, we have added a Biology course for eighth grade student who are passionate about Science. This group will also be closely monitored to ensure their success. Lastly, our guidance directors will work closely with parents to ensure students who are capable and willing to take on the challenge of a high school course in middle school are well supported and guided through their personal track of course offerings 

 

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

Through each core subject (Math, ELA, Science, and Social Studies) a common formative assessment is administered to students. The CFA is standards-based and the data is monitored and discussed through Professional Learning Communities. 
For Level 1 and Level 2 readers, they take the FAIR (Florida Assessments for Instruction in Reading) three times a year. This test assesses word recognition, vocabulary knowledge, reading comprehension, and syntactic knowledge. This test also gives and Predictor of Literacy Success score. 

 

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

The school ensures the fidelity of students not progressing towards school and district goals through a variety of avenues. First of all, these students are referred for Rti where a team of individuals collaborate to personalize interventions and provide added supoort strategies. Additionally, this year the school will generate Course Recovery lessons and modules to be accessed via Canvas. This will allow students to recover from failing grades almost immediately, rather than waiting until the end of the school year to determine if course recovery is necessary. 

 

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)?

The school ensures that all classroom instruction is accessible to the full range of learners using UDL for effective instructional design (planning) and delivery (teaching) by a plethora of technology availability in their classrooms.  Teachers have access to laptop carts that they utilize daily as well as other means of technology to infuse 21st century learning into their classrooms daily.  We had trainers provide Canvas training to all of our teachers as well promoted professional development in various areas of technology to further their individual growth. 

 

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

Every department collaborated over the summer to create Instructional Focus Calendars to ensure all standards in each core content are addressed. Within each IFC calendar, time is alotted to teach, assess, and remediate the standards. The assessing of the standards is the Common Formative Assessment each grade level course administers periodically. The results of these CFAs allow teachers to determine next steps for all students. Administration ensures this continuous cycle of instruction through both informal and formal observations. 

 

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 texts used for every subject area are the county adopted and issued texts. For ELA and Reading, the NG Inside and HMH Collections are mostly non-fiction in content. Therefore in order to ensure students have access to a balance and variety of texts, they must supplement with novels, classic short stories and poems that are public domain. Additionally, Reading Courses are supplemented with Rewards, Vocabulary Workshop, and Reading Plus. Additionally, all  ELA, Reading, and Math teachers have access to Triumph's Coach Digital resources. We also look forward to adding Accelerated Reader for all this school year. Math teachers also have access to the i-Ready Teacher Toolkit and also supplement with Algebra Nation and Geometry Nation workbooks. 

 

Please complete this section based on 2018-2019 end-of-year results.
Instructional Implications: Discuss the success of specific strategies/activities and provide a rationale as to why those academic improvements occurred as a result of those strategies.

Two of our three goals were successful. CSMS set out with a goal to make gains with the Lowest 25%. In 2018, we had a drop within this population for both ELA and Math. ELA Lowest 25% went from 49 to 43, a 6 point drop. Math Lowest 25% went from 45 to 42, a 3 point drop. Addutionally, we sought to increase overall learning gains in the ELA and succeeded with a two point increase going from 56 to 58 in learning gains for ELA and overall achievement in ELA also increased from 61 to 64 percent, a three point increase. In 2018 we also sought to increase our middle school acceleration by adding Biology as well as encouraging and closely monitoring the progress of additional Algebra students. These measures proved to be successful and our middle school acceleration increase from 67 to 81, a 14 point increase. 

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Supporting Level 3 students in high school courses; adding Biology course Sara La Rosa 6/5/2019
Standards-based instruction, CFAs, Supplemental program(s) implementation, Sara La Rosa 6/5/2019 IPG training
PASS meetings, data chats, Rti, team meeting, extra help sessions Sara La Rosa 6/5/2019

BPIE Files

File Name Uploaded Date
BPIE-CSMS.pdf 10/17/2018