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

Central Park ES (2641)

School Year

2018 - 2019

School Grade
(2017 - 2018)

A

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

Teaching Florida Standards Through Interdisciplinary Curriculum

Monday
Wednesday
Thursday
Friday

8/8/2018 - 3/22/2019

10:00 AM - 1:00 PM

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: 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

KG

163

14.00

0.00

0.00

N/A

1.00

01

176

16.00

0.00

0.00

0.00

3.00

02

175

15.00

2.00

0.00

0.00

0.00

03

157

12.00

1.00

0.00

17.00

1.00

04

178

14.00

1.00

0.00

25.00

0.00

05

173

21.00

0.00

0.00

22.00

1.00

 

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

All students are initially screened in all content areas to determine preliminary abilities and levels for instruction.  Explicit teacher modeling and direct teaching are part of daily instruction.  Classroom instructional plans and implementation reflect the accommodations for those ESE children on IEP plans, children needing 504 accommodations, and those requiring ESOL strategies. Differentiated instruction is embedded in daily direct instruction, the gradual release model is implemented leading to differentiated learning centers and cooperative learning.  Organizational supports are embedded in instruction including, but not limited to, graphic organizers and note taking.  Small group instruction is also part of the instructional routine to further differentiate and address those students requiring remediation to ensure proficiency of grade level Standards.  Data chats with administration and teachers, as well as data chats with teachers and students, assist in monitoring and planning for continued instructional differentiation.  Starting at the end of the first quarter marking period, children that continue to exhibit difficulty with grade level Standards, as evidenced through their data, are placed on a Progress Monitoring Plan (PMP) in reading and/or mathematics.  They are more frequently progress monitored, with double dose of instruction in small group settings.  Those continuing to exhibit difficulties in student learning gains are considered for a higher level of support through the Response to Intervention model.  Programs currently utilized in grades K-5 include:  Leveled Literacy Intervention, Go Math Strategic Intervention (Tier 2), and Tier 3 Go Math Intensive Intervention (Tier 3).  Additional early warning indicators including excessive absences and habitual tardiness are addressed by the classroom teacher with both parents and administration.

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Monday

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

9/11/2018 - 5/20/2019

8:30 AM - 1:30 PM

 

School Counseling Plan File

File Name Upload Date

School-Counseling-Activity-Calendar.pdf

10/4/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

CPK-SEL.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

2641_SAF_05162019.pdf

May

SAF ByLaws

6/11/2019

2641_SAC_05162019.pdf

June

Monitored

6/11/2019

2641_SAF_03202019.pdf

April

SAF ByLaws

4/11/2019

2641_SAC_03202641.pdf

April

Monitored

4/11/2019

2641_SAF_02212019.pdf

February

None

2/24/2019

2641_SAC_02212019.pdf

February

Monitored

2/24/2019

2641_SAF_12112018.pdf

December

SAF ByLaws

1/31/2019

2641_SAC_-Composition_Report_Quarter2.pdf

December

None

1/31/2019

2641_SAC_12112018.pdf

December

Monitored

1/31/2019

2641_A+_11092018.pdf

November

A+ Funds

1/31/2019

2641_SAC_11142018.pdf

November

A+ Funds

1/31/2019

2641_SAC_10172018.pdf

October

Monitored

1/31/2019

Mid-Year-Reflection-2019.pdf

December

Monitored

1/30/2019

2641_SAC_Composition_Report.pdf

October

ByLaws

10/22/2018

2641_SAC_09262018.pdf

September

Developed

10/7/2018

2641_SAC-_08292018.pdf

August

SAC ByLaws

10/7/2018

2641_SAC-Bylaws_092618.pdf

August

SAC ByLaws

10/5/2018

 


 

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?

Central Park Elementary will be focusing on ELA of our lowest 25 percentile students.  Based on our FSA ELA Data, our ELA Learning gains score in 2018 was 58%, which demonstrated a decrease from the 2017 FSA ELA where we scored 63% learning gains.  We had a decrease of 5 percentage points.  Our lowest quartile learning gains in ELA continues to be an area of weakness.  Our focus this year is to improve our Tier I and Tier 2 instruction utilizing higher order questions with higher text complexity.

 

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?

In our Professional Learning Community (PLC), collaborative team planning is being done to align the Standards being taught with the ELA Test Specifications, and Deconstructed Standards.  Systematic instructional adjustments are planned for to ensure the assessments (including formatives) are used to plan for remediation and enrichment within the CARE (Curriculum, Assessment, Remediation, Enrichment) cycle. Best practices are also shared in the team PLCs. Again, within the CARE cycle, Reading curriculum planning focuses on incorporating the Standards within all content areas, with emphasis on performance tasks to deepen understanding and advance students within the performance scales.

 

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

BEST practices will be scaled up by ensuring that more frequent data chats, data analysis, and target goals specific to each student's ELA needs are planned for and implemented in the classroom.  Small group instuction, as well as more frequent monitoring to analyze the progress of the student will be implemented and instructin will be adjusted as evidenced by the data analysis reviewed weekly at team planning meetings.

 

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

School-level progressing monitoring is formally collected three times a year using the Benchmark Assessment  System (BAS) for all students in grades kindergarten through third grade, and for Level 1 and 2 FSA ELA students in grades 4 and 5.  In addition, the i-ready Diagnostic assessment is administered on the computer three times a year in ELA and Math.  Also,  Standards Mastery is administered on the computer through i-Ready.  Students also are progress monitored in the classroom through formative and summative end of chapter assessments in the classroom in both written  reading and math.

 

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

For children not progressing, teachers implement different Tier 1 strategies and document them in BASIS.  If collected data exhibits no or little progress teacher will then refer the student to RTI.  The MTSS/RTI Committee will set-up a date and time for the teacher to review with the committee all collected data.  A more intensive intervention will be recommended on a more frequent basis and closely monitored.  Classroom teacher will meet with MTSS/RTI Committee to review Tier 2 intervention data.

 

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)?

In the Universal Design for Learning (UDL) the learning aims to meet various needs and create a more effective learning environment for students of all abilities. To achieve this at Central Park, data is frequently collected and anlayzed for remediation, enrichment or students that are on trck with grade level expectations.  Based on this data, small grou instuciton is implemented with specific identified, meausreable goals and targeted skills to be implemented within these groups.  In addition, differentiated centers for independent practice is created to allow students of varying abilities to  access learning on their specific instrucitonal level.  Students in i-Ready are put on specific learnning paths based on their Diagnostic test results to allow additional practice in both reading and math skills on specific instructional levels.

 

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

Tier 1 Standards-Based classroom instruction is discussed and planned for at each week's team meetings based  on the target goals of the grade's Florida Standards. The Principal, Assistant Principal, or Literacy Coach are always in attendance during these planning meetings to ensure Standards based Tier 1 instruction is planned properly.  In addition, formal and informal observations are done by administration to observe Tier 1 strategies being implemented.  Small group instruciton and differentiated centers are required in all classrooms in order to meet the needs of all learners through Tier 1 instruction.  

 

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?

Core Instruction - Journeys, Science A-Z, StemScopes, Scholastic, Social Studies Leveled Readers

Supplemental Instruction - Scholastic Leveled Readers (Literary and Informational Text), Scholastic News, Science Spin, Storyworks, iReady LAFS and Mathematics Integrated Learning System, Newsela

Intervention Programs - Leveled Literacy Intervention

 

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

Our school received a grant for the Sanford Harmony Program.  The goal of Harmony is to incorporate specialized teaching strategies into classroom activities in an effort to reduce bullying, and help develop the youth of today into tolerant, compassionate, and caring adults for the future.

 

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

Lessons provide explicit, step-by step instructions to teach students social and emotional competencies across the five core competency clusters.  General teaching practices that create classroom and schoolwide conditions facilitate and support social and emotional development in students.  Integration of skill instruction and practices support SEL within the context of our academic curriculum.  We have aligned the Kids of Character Traits with the five core competencies within our school curriculum to support students’ social and emotional development as a schoolwide initiative. 

 

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

Positive school climate creates environmental conditions likely to support healthy social and emotional development in students, and when students have strong social and emotional skills they are likely to contribute to positive school climate.

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
We will implement Leveled Literacy Intervention, IReady LAFS Online Program Classroom Teachers, Administration, and Support Staff 5/20/2019 N/A $0.00
Tier 1 Core Instruction, IReady LAFS Online Program, Scholastic News, Science Spin, Storyworks, Scholastic Guided Leveled Readers Classroom Teachers, Administration, and Support Staff 5/20/2019 N/A $1,000.00

BPIE Files

File Name Uploaded Date
Central-Park-ES-BPIE-2018-2019.pdf 4/28/2019
Central-Park-ES-BPIE-2015-16.pdf 10/18/2018