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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

Pembroke Lakes ES (2661)

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

PLE K, PLE 1, PLE 2, PLE 3, PLE 4, PLE 5

Wednesday
Thursday

1st, 2nd, 3rd, 4th

8/8/2018 - 6/4/2019

2:15 PM - 3:00 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: 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

114

7.90

1.80

0.00

14.90

2.60

01

118

7.60

0.80

0.00

10.20

0.00

02

129

7.00

0.80

0.00

11.60

1.60

03

119

6.70

1.70

0.00

10.90

3.40

04

118

10.20

0.80

0.00

9.30

1.70

05

127

4.70

1.60

0.00

7.10

0.80

 

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

 

  • Kindergarten: Great Leaps for phonemic awareness and phonics; handwriting without tears; Fundations; Writing with Pictures; IReady (Instructional Tools)
  • First Grade: Writing with Pictures level 1 & 2; IReady (Instructional Tools); Phonics, Fluency; Comprehension, Great Leaps for phonemic awareness; 
  • Second Grade: Wordly Wise; IReady (Instructional Tools) Fluency; Comprehension & Phonics, Great Leaps Phonics & Fluency
  • Third Grade: IReady (instructional Tools) for Fluency, Comprehension;  Wordly Wise; Intermediate Rewards, Sundance Comprehension Strategies Kit
  • Fourth Grade: Intermediate Rewards; IReady (Instructional Tools) Fluency, Comprehension; Intermediate Rewards; Great Leaps;
  • Fifth Grade: IReady (Instructional Tools)for Fluency, Comprehension;  Intermediate Rewards, Vocab.com

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Thursday

1st, 2nd, 3rd, 4th

9/13/2018 - 5/31/2018

7:30 AM - 3:00 PM

 

School Counseling Plan File

File Name Upload Date

ASCP-2018-2019.pdf

10/4/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

2661-SEL-2018-2019.pdf

1/22/2019

 


 

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.

 

Evidence/Artifacts

Standards and Indicators

File Name

Standards & Indicator

Upload Date

AdvancED-Self-Assessment-Eval-17-18.pdf

9/30/2018

Indicator-3.5---Learning-Community-Minutes.pdf

9/30/2018

Indicator-5.5---Communication-Callout.PNG

9/30/2018

Indicator-5.4---Student-Learning-Gains.pdf

9/30/2018

Indicator-5.3---PLC-Schedule-.pdf

9/30/2018

Indicator-5.1-Student-Assessment-Calendar.pdf

9/30/2018

Indicator-4.3---Safety-Team-Information.pdf

9/30/2018

Indicator-4.3---Safety-Procedures.pdf

9/30/2018

Indicator-4.2---Master-Schedule.pdf

9/30/2018

Indicator-3.12---Learning-Support-Student-List.pdf

9/30/2018

Indicator-3.11---Learning-Plan-Evaluation-Tool-.pdf

9/30/2018

Indicator-3.10---Report-Card-and-Policy.pdf

9/30/2018

Indicator-3.9---Formal-Adult-Interaction-Schedule.pdf

9/30/2018

Indicator-3.9---Formal-Adult-Interaction-.pdf

9/30/2018

Indicator-3.8-Example-of-Communication-Remind.png

9/30/2018

Indicator-3.8---Volunteer-Options.pdf

9/30/2018

Indicator-3.8---School-to-Home-Communication.pdf

9/30/2018

Indicator-3.7---Professional-Development.pdf

9/30/2018

Indicator-3.6-Reteach-Lesson.pdf

9/30/2018

Indicator-3.6---Exemplars-of-Assessment-Results.png

9/30/2018

Indicator-3.6----Grade-Level-Expectations.pdf

9/30/2018

Indicator-3.5---Learning-Community-Calendar.pdf

9/30/2018

Indicator-2.2---Communication-plan-to-staff.pdf

9/30/2018

 

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-Agenda-April.pdf

April

None

4/26/2019

2661_SAC_Agenda_3.19.pdf

April

None

4/26/2019

SAC-Agenda-2.26.19.pdf

April

Monitored

4/26/2019

SAF-Sign-In-2.26.19.pdf

April

None

4/26/2019

2661_SAC_Minutes_2.26.pdf

April

Monitored

4/26/2019

SAC-Minutes-March.pdf

April

None

4/26/2019

SAC-Sign-In-3.19.19.pdf

April

None

4/26/2019

SAC-Sign-In-2.26.19.pdf

April

Monitored

4/26/2019

SAC-Guest-Sign-In-3.19.19.pdf

April

None

4/26/2019

SAC-Guest-Sign-in-2.26.pdf

April

Monitored

4/26/2019

SAC_Minutes_11.27.18.pdf

November

Monitored

4/25/2019

SAC_Minutes_11.27.18.pdf

November

A+ Funds

4/25/2019

SAC-Minutes-March.pdf

April

None

4/23/2019

SAF-Sign-In-4.23.19.pdf

April

None

4/23/2019

SAC-Guest-Sign-In-4.23.19.pdf

April

Monitored

4/23/2019

SAC-Sign-In-4.23.19.pdf

April

Monitored

4/23/2019

SAC-Guest-Sign-In-3.19.19.pdf

April

None

4/23/2019

SAC-Sign-In-3.19.19.pdf

April

None

4/23/2019

SAC-ByLaws-UPDATED4.23.19.pdf

April

SAC ByLaws

4/23/2019

SAC-Guest-Sign-In-2.26.19.pdf

March

None

3/1/2019

SAF-Sign-In-2.26.19.pdf

March

None

3/1/2019

SAC-Agenda-2.26.19.pdf

March

None

3/1/2019

SAC-Sign-In-2.26.19.pdf

March

None

3/1/2019

2661_SAC_Minutes_1.22.19.pdf

March

None

3/1/2019

Mid-Year-Reflection-18.pdf

February

Monitored

2/1/2019

SAF-Agenda-1.22.19.pdf

January

None

1/22/2019

SAC-Agenda-1.22.19.pdf

January

None

1/22/2019

SAF-Sign-In-1.22.19.pdf

January

None

1/22/2019

SAC-Guest-Sign-In-1.22.19.pdf

January

None

1/22/2019

SAC-Member-Sign-In-1.22.19.pdf

January

None

1/22/2019

2661_SAC-Guest-Sign-In-11.27.18.pdf

November

Monitored

12/16/2018

2661_SAC-Sign-In-11.27.18.pdf

November

Monitored

12/16/2018

SAC-Agenda-11.27.18.pdf

November

Monitored

12/14/2018

SAC-Minutes-10.30.18.pdf

October

Monitored

12/14/2018

A+-Funds-Ballot-18-19.pdf

December

A+ Funds

12/14/2018

2661_SignInCustServ8.8.18.pdf

November

None

11/21/2018

2661_SAF_Sign_In_9.25.18.pdf

September

None

10/30/2018

2661_SAF_Agenda_9.25.18.pdf

October

None

10/30/2018

2661_SAF_Bylaws_18-19.pdf

October

SAF ByLaws

10/30/2018

2661_SAC_Sign_In_10.30.18.pdf

October

Monitored

10/30/2018

2661_SAC_Guest_Sign_In10.30.18.pdf

October

Monitored

10/30/2018

2661_SAC_Minutes_9.25.18.pdf

October

A+ Funds

10/30/2018

A+-Funds-Voting-Results.pdf

October

A+ Funds

10/25/2018

A+Funds-Voting.pdf

October

A+ Funds

10/25/2018

SAC-Member-Sign-In-9.25.18.pdf

October

Monitored

10/25/2018

Guest-Sign-In-9.25.18.pdf

October

Monitored

10/25/2018

2661_SAC-Composition-18-19.pdf

October

None

10/25/2018

2661_SAC-SAF-Schedule.pdf

October

None

10/25/2018

Agenda10.30.pdf

October

Monitored

10/24/2018

SAC-ByLaws-18-19.pdf

September

SAC ByLaws

10/9/2018

SAC-Agenda-9.25.18.pdf

September

A+ Funds

10/9/2018

 


 

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 our data disaggregation, the leadership team at Pembroke Lakes decided we need to focus on Mathematics. We will continue to maintain a strong emphasis on Reading. 

 

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?

  • ACCEL for qualifying students 
  • Accountable Talk  
  • iReady Standards Mastery Assessments in reading and mathematics
  • Standards-Based small group instruction  in reading and mathematics
  • Go Math digital tools, including Personal Math Trainer 
  • School Improvement Plan (SIP) curriculum meetings on a monthly basis to ensure vertical planning and maintain focus on school priorities and strategies for the year  
  • Integrated, standards-based ELA Block  
  • Small Group Guided Reading Training followed by observation and coaching by the Literacy Coach  
  • Use of Continuum of Literacy Learning 
  • Use of Resource room for small group and independent reading according to appropriate BAS levels

 

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

BEST Practices will be scaled-up through professional development, observation, feedback and coaching.  

 

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

Kindergarten: LN-LS-CP, BAS, iReady, Cold Rds, Writing, Journeys Unit 5, Go Math PreReq, Go Math assessments, Science A-Z, Leveled Reader Assessments


1st Grade: BAS, iReady, Cold Rds, Writing, Journeys Unit 5, Go Math PreReq, Go Math assessments, Science A-Z, Leveled Reader Assessments

2nd Grade: BAS, iReady, Cold Rds, Writing, Journeys Unit 5, Go Math PreReq, Go Math assessments, Science A-Z, Leveled Reader Assessments, Primary Reading

3rd Grade: BAS, iReady, iReady Standards Mastery, Cold Rds, Writing, Cold Rd, Performance Tasks, Broward Standards Assess., FSA
State Approved Test iReady BOY, Go Math PreReq, Broward Standards  Assessment, Go Math assessments, Mini BATs

4th Grade: BAS, iReady, iReady Standards Mastery, Cold Rds, Writing, Cold Rd, Performance Tasks, Broward Standards Assess., FSA
State Approved Test iReady BOY, Go Math PreReq, Broward Standards  Assessment, Go Math assessments, Mini BATs

5th Grade: BAS, iReady, iReady Standards Mastery, Cold Rds, Writing, Cold Rd, Performance Tasks, Broward Standards Assess., FSA
State Approved Test iReady BOY, Go Math PreReq, Broward Standards  Assessment, Go Math assessments, Mini BATs

 

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

Pembroke Lakes Support Staff and Administration closely monitor students who are on a PMP or on a Tier through BASIS.  Support Staff and administration discuss these students every Monday at weekly Support Staff Meetings and/or Thursdays at weekly RtI Meetings.  Administration also discusses student data during observation process.  Students not progressing are monitored through data chats throughout the year.  Fidelity of Tier II and Tier III interventions are monitored by Support Staff and Administration throughout the year.   

 

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)?

Universal Designs for Learning is utilized throughout the year during weekly team planning meetings.  Uniform team lesson planning and lesson plans provide evidence of the use of UDL.  In addition, UDL is monitored during observations throughout the year.  

 

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

Teams meet for lesson planning purposes on a weekly basis.  During these meetings, standards are unwrapped and instructional materials are analyzed to ensure alignment with the rigor each standard calls for.  In ELA, we continue to focus on Balanced Literacy to ensure students are exposed to a variety of text (fiction and informational) as well as texts at various levels (independent, instructional and frustration) that are deliberately used throughout the Integreated ELA block.

Our Literacy Coach engages teachers in coaching cycles throughout the year, based on need.  Administration provides all teachers wth feedback on instructional practices throughout the year.  

 

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?

Last school year, we established a school resource room.  Books in this room range from informational to fiction books, leveled by BAS levels.  We also have additional titles leveled by Lexile Levels. Additionally, teachers were all given titles related to grade level social studies and science texts.  Finally, teachers were provided with additional texts to keep in their classroom libraries for student access.  Lastly, our students have access to a plethora of  online texts, including articles, fiction, and non-fiction texts through NewsELA, BookFlix, and Tumble Books.

 

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

Implementation of the Social and Emotional Learning Standards are addressed through our School Wide Social and Emotional Learning Action Plan. 

Goal 1: Develop self-awareness and self-management skills to achieve school and life success.
We utilize a school wide positive behavior plan which places an emphasis on setting expectations rather than listing rules. Students are recognized for personal qualities and achieving their personal and academic goals within the classroom, school wide and in the community. 

Goal 2: Use social-awareness and interpersonal skills to establish and maintain positive relationships.
We have adopted and implemented multiple programs which facilitating discussions and ongoing activities to reduce social isolation and create a connected and inclusive school climate. These programs provide students with the strategies to develop and maintain postive relationships.

Goal 3: Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts.
Students are provided with the opportunities for project based learning and "productive struggle" within the classroom. As a school and community, students participate in Pelican Pride Bucks (ongoing) and school wide efforts to help the community (i.e. Harvest Drive). 


 

 

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

The Social Emotional Learning competencies are addressed through our SEL Action Plan. Students are provided with a variety

Self-Awareness and Self-Management

  • Classroom Behavior Charts (i.e. Class Dojo)
  • Leaps Lessons
  • Pelican Pride Buck
  • Pelican Bucks
  • Kids of Character Lessons
  • Pembroke Pines Student of the Month
  • Student data chat and student conferences
  • Students receive and utilize agendas
  • Small group guidance lessons
Social-Awareness and Relationships Skills
  • Sanford Harmony
  • Diversitiy literature and lessons
  • Start With Hello
  • Student-led discussions
  • Community Norms
  • Project Based Learning
Responsible Decision Making
  • Project Based Learning
  • Opportunties for "productive struggle" to work on a problem independently or in a small group before bringing the topic to a larger discussion

 

 

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

Students are supported in an educational environment that provides tools and technology to collaborate and communicate which in turn empowers them to become critical thinkers, problem solvers and lifelong learners. 

 

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Classroom instruction will include the use of manipulatives to support student learning. Marsha Wagner, Lacresha Cooper, K-5 Teachers 6/5/2019 $0.00
Implement C.A.R.E. Instructional Cycle, with emphasis on remediation and enrichment with fidelity. Marsha Wagner; Lacresha Cooper; K-5 Teachers 6/5/2019 Balanced Literacy $0.00
Effectively integrate science resources (STEMScopes & Science A to Z) into instruction and the Integrated ELA block Marsha Wagner; Lacresha Cooper; K-5 Teachers 6/5/2019 Cadre 10 Professional Learning for Science A-Z and Stemscopes $0.00
Effectively integrate Go Math Personal Math Trainer into mathematics instruction. Marsha Wagner; Lacresha Cooper; K-5 Teachers 6/5/2019 Cadre 10 Professional Learning for Standards-based Effective Math Instruction $0.00
Early identification of qualifying students for the Academically Challenging Curriculum to Enhance Learning (ACCEL) program Marsha Wagner; Lacresha Cooper; Rose Fultz; K-5 Teachers 6/5/2019 Standards-based Effective Math Instruction $0.00
Establish grade level Professional Learning Communities focused on data analysis and technology integration. Marsha Wagner; Lacresha Cooper; K-5 Teachers 6/5/2019 iReady Professional Development, Lighthouse Schools and Office 365 tools $0.00
Implement a blended learning environment that personalizes learning by differentiating the path, pace and place of learning. Marsha Wagner; Lacresha Cooper; K-5 Teachers 6/5/2019 Microsoft Academy and Lighthouse School Professional Development $0.00
Utilize Microsoft Office 365 applications to support technology integration in the classroom. Marsha Wagner; Lacresha Cooper; K-5 Teachers 6/5/2019 Microsoft Academy and Lighthouse School Professional Development $0.00
Use of clearly stated learning goals accompanied by a scale and student evidence rubric. Marsha Wagner; Lacresha Cooper; K-5 Teachers 6/5/2019 Marzano Instructional Strategies $0.00
Differentiate classroom instruction based on formative assessments. Marsha Wagner; Lacresha Cooper; K-5 Teachers 6/5/2019 Balanced Literacy, Science A-Z, Stemscopes, and Standards-based Effective Math Instruction $0.00

BPIE Files

File Name Uploaded Date
BPIE_2018-(1).pdf 10/2/2018