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

Maplewood ES (2741)

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

2741 ELA 4/5

Wednesday

1st, 3rd

8/29/2018 - 5/15/2019

2:15 PM - 3:15 PM

4, 5

2741 Math/Science 4th/5th

Wednesday

1st, 3rd

8/29/2018 - 5/28/2019

2:15 PM - 3:15 PM

4, 5

2741 ELA 3

Wednesday

1st, 3rd, 4th

8/22/2018 - 5/1/2019

2:15 PM - 3:15 PM

3

2741 ELA 2

Wednesday

1st, 2nd, 3rd, 4th

9/5/2018 - 5/29/2019

2:15 PM - 3:15 PM

2

2741 ELA/Math 1

Wednesday

1st, 3rd

8/29/2018 - 5/15/2019

2:15 PM - 3:15 PM

1

2741 ELA K

Wednesday

1st, 2nd, 3rd, 4th

9/5/2018 - 5/22/2019

2:15 PM - 3:15 PM

K

2741 SEL PreK

Wednesday

2nd, 4th

8/22/2018 - 5/15/2019

2:15 PM - 3:15 PM

Pre K

 


 

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

112

17.90

0.00

0.00

39.30

9.80

01

118

13.60

0.00

0.00

22.90

5.10

02

144

19.40

0.70

0.00

19.40

6.30

03

111

9.90

0.00

0.00

17.10

0.90

04

127

14.20

0.80

0.00

15.70

2.40

05

119

16.00

0.00

0.00

21.00

2.50

 

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


Maplewood will implement the following intervention strategies to improve the academic performance  identified by the early warning system:  

  • 90 Minute Reading Book
  • Balanced Literacy Instruction 
  • Differentiated instruction and Independent centers
  • Small Guided Reading Groups
  • Academic Camps
  • Spelling City
  • Reflex
  • Home Access to digital programs
  • Academic Coach Support
  • Data Chats
  • RTI process implemented with fidelety 
  • Dignostic Assessment 3 times per year (reading and math)
  • Grade level checkpoints (after each instructional cycle)

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Wednesday

3rd, 4th

10/1/2018 - 6/3/2019

8:30 AM - 1:33 PM

 

School Counseling Plan File

File Name Upload Date

School-activity.pdf

10/17/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

SEL-Action-Plan-2018.pdf

10/29/2018

 


 

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-ByLaws.doc

October

SAC ByLaws

11/1/2018

SAF-Bylaw-16-17.docx

October

SAF ByLaws

11/1/2018

SAC-Sign-in-Sheets-10-23.pdf

October

None

10/26/2018

SAC-Sign-in-Sheets-9-27.pdf

September

None

10/26/2018

SAC-Attendance-10-23.pdf

October

None

10/24/2018

SAC-Attendance-9-27.pdf

September

None

10/24/2018

SAC-Composition-Report.pdf

October

None

10/24/2018

SAC-Powerpoint-10-23.pdf

October

None

10/24/2018

SAC-Agenda-10-23.pdf

October

None

10/24/2018

2018-2019-School-Advisory-Council-Meeting-Dates.pdf

September

None

10/24/2018

SAC-Powerpoint-9-27.pdf

September

None

10/24/2018

SAC-Agenda-9-27.pdf

September

None

10/24/2018

SAC-Flyer.jpg

September

None

10/24/2018

 


 

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?

Our focus are for this school year will be English Language Arts (ELA) and Mathematics with all students, particularly with our lowest 25th percentile. There areas were chosen due to the lack of learning gains on the ELA and Math FSA from the 2017-18 school year. 

 

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 goals for Maplewood Elementary are to focus and emphasize on:

  • Professional Learning Communities
  • Increased parent involvement 
  • Use effective progress monitoring to assure all students are increasing student achievement.
To ensure we are meeting our goals coaches will meet with assigned teachers monthly to assure student students growth and to monitor the lowest 25th percentile.

In ELA grades K-5, the Leveled Literacy Intervention program is being implemented for students at risk of falling below or are currently below grade level. Our ELA coach has created a schedule that assures she is in classrooms weekly to co-teach, model, and provide feedback. Weekly RtI meetings will be used to scale-up and improve teaching practices in ELA in order to increase performance within the SES band.

In Math grades K-5, we are using the Tier 2 and 3 Go Math lessons and Personal Math Trainer program. In grades 2-5, students are using the Reflex program to practice math fact fluency. Weekly RtI meetings will be used to scale-up and improve teaching practices in Math in order to increase performance within the SES band.

 

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

Through grade level data chats and grade-level PLCs, best practices are discussed and implemented throughout all grade levels. Students with early indicators of being at risk of falling below or are currently below grade level are identified and discussed at these meetings. Interventions are put in place and tracked through the RtI process as well as in BASIS. Meetings are held weekly to discuss the progress of these students and to determine if interventions are being successful or if modifications need to take place and which students need more support. Academic interventions will be identified through the Elementary MTSS Literacy Interventions chart with interventions such as the Leveled Literacy Intervention (LLI).

 

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

In grade levels K-5, BAS data is collected every sixty school days. This data is used to determine student growth and the placement of the students for small group instruction. The data is also used for RtI and progress monitoring. 
In the ELA RtI process, Journey's Cold Reads are being used to track student growth in fluency and comprehension in grades K-5. Data is collected weekly.
In the Math RtI process, Go Math interventions are in place to track student growth in various areas in grades K-5. Data is collected weekly.
In all grade levels, students take the iReady Diagnostic assessment at the beginning, middle, and end of the school year. This data is collected to monitor student growth in ELA and math. 
In grades 2-3, students take Standards Mastery assessments on the iReady program based on ELA and Math standards. Grades 4-5 students take Standards Mastery assessments on the iReady program based on ELA, Writing, Math, and Science standards. This data is collected after the completion of a given group of standards. The data collected is used to create "reteach" groups in a whole group or small group setting.

 

 

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

The school ensures fidelity of students not progressing towards school and district goals through progress monitoring plans and RtI for ELA and Mathematics. These documents are discussed in data chats, PLCs, and RtI meetings.

 

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)?

Planning and implementation of instruction focuses around the Universal Designs of Learning to ensure the needs of all students, including ELL and ESE students, are met. As a school, we are focusing on the "why", "what", and "how" of learning. For student engagement we motivate learners and stimulate interest and motivation for learning. For example, increased amount of technology is used in the classroom. For resourceful, knowledgeable, and strategic learners, we use a variety of resources to guide our instruction. The information and content being taught is presented and practiced in different ways. Through differentiated instruction, students can express what they know. Through these methods the Universal Designs for Learning are being used for planning and teaching.

 

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

The Balanced Literacy framework is being implemented in all classrooms during the scheduled ELA block. The framework consists of modeled and shared read alouds, guided reading groups, and differentiated independent centers. Writing instruction is embedded in the Balanced Literacy framework through modeled and shared writing and writing about reading. 

The Modified Gradual Release of Responsibility Model is being implemented in all classrooms during the scheduled Math block. The framework consists of whole group and small group instruction, and independent centers. Enrichment and reteach practice takes place during small group 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?

ELA
Core program: Journey's 
Supplemental program: Ready Resources, Fountas and Pinnell Word Study, Fundations
Intervention program: Leveled Literacy Intervention, Fundations, Journey's Toolkit

Math
Core program: Go Math 2015
Supplemental program: Ready Resources
Intervention program: Go Math Tier 2 and 3 

Science
Core program: STEMscopes

For all resources, students have text book and online access in and outside of the classroom.

Maplewood Elementary has built an extensive informational text/non-fiction print and digital libraries for all literacy learning classrooms. The implementation and use of these libraries will help drive instruction to ensure Florida Standards are taught with fidelity while focusing on text complexity and increasing rigor. Science and Social Studies are integrated through the ELA block with the use of interdisciplinary units which help strengthen comprehension, writing, as well as speaking and listening skills. Teachers in 4th and 5th grade will incorporate DBQs to teach students numerous standards at a time. This will help reinforce previously taught standards and strengthen student knowledge and understanding of content. 

 

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

The Social and Emotional Learning standards are being taught using the Sanford Harmony curriculum resource. Each teacher has a kit in which to address and implement the SEL standards. This will ensure our students are empowered to communicate, cooperate, connect, embrace diversity, and resolve conflict. Our goal is to incorporate these teaching strategies into classroom activities to create tolerant and compassionate classrooms which welcome everyone.

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Through grade-level data chats and PLCs, students with early warning indicators are identified and discussed. Interventions are put in place and tracked through the RtI process as well as in BASIS. Meetings are held weekly to discuss the progress of these students and determine if interventions are successful; interventions will be modified if needed. Interventions will be identified through the elementary MTSS interventions chart. Classroom teacher, Coaches, and Administrators 6/24/2019 PLCs, District trainings Accountability

BPIE Files