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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

Sea Castle ES (2871)

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

Sea Castle Elementary

Monday
Tuesday
Wednesday
Thursday

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

9/4/2018 - 4/11/2019

2:15 PM - 3:00 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

124

19.40

0.80

0.00

29.80

5.60

01

149

15.40

2.70

0.00

30.90

9.40

02

140

12.10

1.40

0.00

29.30

4.30

03

162

9.30

0.60

0.00

21.00

1.90

04

166

13.90

0.60

0.00

27.70

3.60

05

154

5.80

0.60

0.00

17.50

2.60

 

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

  • Students are given pre-assessments in the beginning of the year--
    • BAS (K-3) and struggling readers in (4-5)
    • Pre-requisite test in Math (K-5)
    • iReady Diagnostic in ELA and Math (K-5)
    • FLKRS, Concepts of Print, Letter Names and Sounds (K)
    • Fundations Screening (K, 1st)
    • Phonics for Reading screening (2-3)
    • Phonics--Rewards Pre-test (4-5)
  • Students are given small group ELA instruction based on the Fountas and Pinnell leveling system.  The above assessments determine the student's instructional level.
  • iReady software prescribes lessons according to each student's needs based on the Diagnostic score.
  • iReady toolbox for Reading is used as intervention.
  • Fundations--walk to read model is used in First and Kindergarten.
  • Grades 2-5 have a phonics program implemented to reinforce skills and fill any gaps.
  • Students in grades 1-3 who are 2-4 levels below in quarter 1 BAS levels are instructed on Leveled Literacy Intervention (LLI).

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Wednesday

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

9/5/2018 - 5/22/2019

7:30 AM - 3:00 PM

 

School Counseling Plan File

File Name Upload Date

2871-ASCP.pdf

10/15/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

SEL-Action-Plan-2018.pdf

10/14/2018

 


 

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

2871-Committee-Membership-2018.pdf

October

None

10/23/2018

2871-SAC-October-2018-Attendance.pdf

October

Monitored

10/22/2018

2871-SCE-October-Agenda.pdf

October

Monitored

10/22/2018

2871-SAC-September-2018-Minutes-.pdf

October

Monitored

10/22/2018

2871_SAF-Bylaws.pdf

September

SAF ByLaws

10/21/2018

2871-SAF-September-2018-Attendance.pdf

September

None

10/21/2018

SAC-SAF-Calendar.pdf

September

None

10/18/2018

2871-SAC-ByLaws.pdf

November

SAC ByLaws

10/14/2018

2871-SAC-September-2018-Attendance.pdf

September

Developed

9/28/2018

2871-SAC-September-2018-Agenda.pdf

September

Developed

9/28/2018

2871-SAC-May-2018-Minutes.pdf

September

Monitored

9/28/2018

 


 

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?

Math learning gains and Math lowest quartile learning gains will be the focus for improving student achievement. The percentage of students who made learning gains on the FSA in Math was 65%. Within our SES band, we ranked 6th for Math learning gains during the 2017-2018 school year. The 2017-2018 Math lowest quartile learnings gain results reflect that we ranked 8th in our SES, with only 49% of students making learning gains. This was our lowest performing area and our lowest placement within the SES band. 

 

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?

PLCs will be scaled up to improve teaching and learning in order to increase performance within our SES band. 

 

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

Sea Castle will focus on scaling up PLCs which increase teachers’ comfort and expertise in targeting Tier I instruction. Specific skills to be targeted will be determined as teachers increase proficiency in analyzing data. Collaborating to identify resources to target skill specific instruction and exchanging of strategies for delivery of the lesson will be incorporated into the rigor. Support staff will ensure the PLCs remain focused on the targeted standard and taught by implementing CARE strategies in order to ensure fidelity to the bottom line objective of increasing the number of students who attain proficiency in ELA.

 

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

Data will be collected throughout the school year. In August, the i-Ready diagnostic assessment will be administered to all scholars in reading and math. Results of the i-Ready diagnostic assessments will yield a baseline score for each student. Students will complete an additional diagnostic at the mid-year point to track progress/learning.
During the months of August through May, common formative standards aligned assessments will be administered to determine student progress towards proficiency/mastery of standards.

In May, Florida Standards Assessments will be given to all students in grades third-fifth. Results of the Florida Standards Assessments will yield a developmental scale score and achievement level for each participant. A comparative analysis will be conducted between the participant’s 2018 and 2019 results to determine and compare academic achievement/learning gains made.

In June, at the end of the study, the i-Ready diagnostic assessment will be administered again to all scholars in reading and math. Results of the the i-Ready diagnostic assessments will yield a performance score for each student. A comparative analysis will be conducted between the August i-Ready diagnostic assessment and June i-Ready diagnostic assessment results.

 

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

The progress of all scholars is monitored with fidelity. PLCs serve as a forum for identifying the needs of students and the development of remediation plans to bridge academic gaps. In addition to classroom teachers reteaching and scaffolding, interventionist and small group instruction are provided for students who are not progressing towards school and district goals.

 

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)?

Sea Castle fosters a growth mindset environment where scholars and educators alike are encouraged to take risks in the quest for learning. Teachers share best practices and plan lessons  during collaborative sessions that focus on determining ways of providing multiple means of engagement, representation, and action/expression of learning. During observations, the UDL guidelines are utilized to monitor the effectiveness of delivery/teaching of lessons (i.e. how is the teacher supporting students to access, build and internalize learning).

 

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

The Balanced Literacy framework remains the focus for reading instruction at Sea Castle. Last year, teacher learning focused on interactive read alouds and shared reading. This year, there will be an emphasis on guided reading to help teachers learn instructional strategies to differentiate small group instruction. To assist in the acquistion of this goal, onsite training by a Jan Richardson consultant will be provided. This will be a yearlong journey that consists of planning, modeling, coaching and focused feedback. 

 

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?

To ensure students have access to a balance of literary and information text in a variety of mediums, students have the convenience of checking out informational text from our school's media center. Teachers utilize our guided book room that is equipped with magazines and collections of resources from different genres, media, and levels of reading difficulty that are designed to be supportive of the learning of readers with a range of experiences and interests. Additionally, all students have access to the Single Sign-On (SSO) portal which gives them the opportunity to use various school-wide and disctrict wide Integrated Learning Systems (ILS). 

 

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

Sea Castle implements the Broward County Public Schools Social and Emotional Learning Standards into school assemblies and character education. Emphasis is placed on the SEL competencies, standards and through ibliotherapy (individual, small-group, classroom guidance).

 

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

The five competencies of the Social Emotional Learning are explicitly taught through the Sanfor Harmony program. 

 

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

Sea Castle's vision is "We at Sea Castle Elementary foster a Growth Mindset environment where all scholars achieve their BEST." To foster such an environment and support the social emotional learning for students the following are implemented: "I’m Thumbody" program, class meetings, peer buddies, Sandy Hook- PROMISE Club and Latinos in Action mentoring. 

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Teachers will remediate students in Tier 2 and Tier 3 and follow all protocols of RtI and CPST. Classroom Teacher 6/5/2019
All teachers will use the Jan Richardson guided reading format to instruct students on ELA standards according to their highest instructional level. Teacher 6/5/2019 Jan Richardson Consultant-Guided Reading Title I
Administration and the curriculum coach will conduct quarterly data chats with teachers to discuss the progress of scholars and interventions that are being implemented. Administration and Curriculum Coach 6/5/2019
Common formative assessments and interim assessments will be administered to students and utilized to monitor progress. Classroom Teachers 6/5/2019

BPIE Files

File Name Uploaded Date
2871-BPIE.pdf 10/21/2018