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

Pines Lakes ES (2861)

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

PLE - Literacy PLC (Day 16/17/18 of the 20 day cycle) - Days vary

Wednesday

9/6/2018 - 5/31/2019

1:50 PM - 2:50 PM

Pre K, 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

94

29.80

2.10

0.00

36.20

10.60

01

81

16.00

0.00

0.00

40.70

4.90

02

87

16.10

0.00

0.00

18.40

3.40

03

74

24.30

2.70

0.00

28.40

6.80

04

92

18.50

1.10

0.00

19.60

2.20

05

105

15.20

1.90

0.00

21.00

2.90

 

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

Pines Lakes Elementary provides students with educational opportunities stemming from the Florida Standards (Math and Language Arts)/Next Generation Sunshine State Standards (Science).  At PLE we use a variety of internal progress monitoring practices that align with grade level standards.  With the help of and support of content area specialist coaches and resource teachers, we provide each grade level with a scope and sequence that allows the time to teach, assess, adjust methology based upon student preformace data, and reassess to ensure student understanding.

All students are exposed to the aforementioned tier 1 instructional program.  However, teachers use interventions with students that are not meeting grade level expectations. Using a data driven approach, small group teacher led instruction is provided using research based materials and methodology.  Results are graphed to allow the Response to Intervention (RtI) team to review each case with the teacher and parent.  At meetings, all members are able to provide input to ensure the best plan is developed and monitored for each student.  This process also occurs with behavior concerns.

To address literacy intervention at our school, our teachers employ a variety of programs and delivery techniques that are research-based that target specific deficiencies.  Programs include the use of Fundations, Levelled Literacy Instruction (LLI), Phonics for Reading, Quickreads, and the i-Ready teacher toolbox.  For mathematics, teachers have access to the i-Ready teacher toolbox, Touchmath, and the Go Math! adoption intervention books.

Behavioral intervention strategies are employed in the classroom and supported through our ESE specialist.  Students use visual schedules, incremental time feedback systems, checklists, and social stories to help them to be successful academically.

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Monday

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

9/6/2018 - 5/27/2019

8:30 AM - 1:30 PM

 

School Counseling Plan File

File Name Upload Date

1819_GuidancePlan.pdf

9/25/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

2861_10152018_PLE_SEL-Action-Plan-2018_Modified112618.docx

11/26/2018

PLE_SEL-Action-Plan-2018.docx

10/15/2018

 


 

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

2861_SAF-Bylaws.pdf

October

SAF ByLaws

10/31/2018

Pines-Lakes-SAC-Membership.pdf

October

None

10/26/2018

2861_SAC_MeetingSchedule.pdf

October

None

10/23/2018

SACminutes_Aug31_2018.pdf

August

Monitored

10/19/2018

SigninSheets_Sept282018.pdf

September

Monitored

10/19/2018

September-2018-SAC-Agenda.docx

September

Monitored

10/19/2018

PinesLakes_Bylaws18-19.pdf

September

SAC ByLaws

10/5/2018

Agenda_Aug312018.pdf

August

Monitored

9/11/2018

Minutes_May2018.pdf

May

None

9/11/2018

SignInSheets_Aug312018.pdf

August

Monitored

9/11/2018

 


 

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?

The content area we are focusing on for student achievement in 2018-19 is ELA.  We are focused on providing high quality-standards based instruction that is targetted to individual student needs.  Our focus this year is to increase learning gains and lowest quartile learning gains in ELA, as they were our lowest areas of achievement.

 

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 best practices that we will scale up will be our PLCs.  

 

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

In 2017-18, we had great gains in mathematics due to a data-driven process.  We aim to replicate that success in ELA through the same process of using student work samples, standards breakdowns, and item analysis to drive our remediation and enrichment process.

 

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

At PLE, we use a hybrid of I-ready/SchoolCity/StemScopes to progress monitor on a three week rotational basis.  

 

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

Each teacher is responsible for monitoring student data.  Coaches and administration have weekly meetings where they review student and teacher data.  Using the cycle assessments coaches and administration conduct a thorough review on a three week rotational schedule.  Support is provided for teachers and students as the data indicates the areas of specific need.

 

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)?

Teachers are exposed to a wide variety of training both internally and externally through BCPS.  We aim to help each teacher continue to grow by providing choice based and assigned professional development opportunities.  

 

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

Classroom walkthroughs, Lesson Plan collection, formal reviews of progress monitoring data.

 

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?

We use district adopted materials for core subject area instruction, however, many of our teachers use materials outside of the scope of district adoption.  By breaking down the standards, teachers are able to drive instruction using alternative means to ensure students are exposed to a wide variety of strategies.

 

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

Through a close partnership with Dr. Johnson (our SEL coach) we have identified areas that we are doing well with exposing our students to SEL curriculum.  Using this as a starting point, we will continue programs that had a measurable impact on campus including but not limitied to the PAL program, Student Mentoring Clubs and Kids of Character.  We are also adding a partnership with Flanigan HS and the UTAP program as well as the Teen Trendsetters program. 

 

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

We expose students to the 5 core competencies by emphasising our school-wide expectations that we have provided training to teachers on.  The power of 3, taking care of self, others, and the environment.  Our teachers use a variety of materials to reinforce life skill lessons.

 

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

We beleive that we are responsible for educating the whole child.  We support students' growth academically, as well as socially and emotionally.  Our staff remains in communication and uses team work to handle all situations.

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Teachers will identify the target population, calculate the number of developmental scale points a student must earn to have a learning gain. Teachers, Coaches, Admin 10/22/2018 Drive By Data (admin) protocols will be used to help teachers to see the positive impact of instruction

BPIE Files

File Name Uploaded Date
PLE_2861_BPIE_2018.pdf 10/24/2018