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

Welleby ES (2881)

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

Data Driven Instruction in Mathematics

Tuesday

4/23/2019 - 4/23/2019

2:15 PM - 3:15 PM

Pre K, K, 1, 2, 3, 4, 5

Data Driven Instruction in ELA

Tuesday

4/9/2019 - 4/9/2019

2:15 PM - 3:15 PM

Pre K, K, 1, 2, 3, 4, 5

Data Driven Instruction in Mathematics

Tuesday

3/12/2019 - 3/12/2019

2:15 PM - 3:15 PM

Pre K, K, 1, 2, 3, 4, 5

Data Driven Instruction in ELA

Tuesday

2/26/2019 - 2/26/2019

2:15 PM - 3:15 PM

Pre K, K, 1, 2, 3, 4, 5

Data Driven Instruction in Mathematics

Tuesday

2/12/2019 - 2/12/2019

2:15 PM - 3:15 PM

Pre K, K, 1, 2, 3, 4, 5

Data Driven Instruction in ELA

Tuesday

1/22/2019 - 1/22/2019

2:15 PM - 3:15 PM

Pre K, K, 1, 2, 3, 4, 5

Data Driven Instruction in Mathematics

Tuesday

1/7/2019 - 1/7/2019

2:15 PM - 3:15 PM

Pre K, K, 1, 2, 3, 4, 5

Data Driven Instruction in ELA

Tuesday

12/18/2018 - 12/18/2018

2:15 PM - 3:15 PM

Pre K, K, 1, 2, 3, 4, 5

Data Driven Instruction in Mathematics

Tuesday

12/11/2018 - 12/11/2018

2:15 PM - 3:15 PM

Pre K, K, 1, 2, 3, 4, 5

Data Driven Instruction in ELA/Mathematics

Tuesday

11/6/2018 - 11/6/2018

9:00 AM - 11:00 AM

Pre K, K, 1, 2, 3, 4, 5

Data Driven Instruction in ELA

Tuesday

10/30/2018 - 10/30/2018

2:15 PM - 3:15 PM

Pre K, K, 1, 2, 3, 4, 5

Data Driven Instruction in Mathematics

Tuesday

10/9/2018 - 10/9/2018

2:15 PM - 3:15 PM

Pre K, K, 1, 2, 3, 4, 5

Data Driven Instruction in ELA

Tuesday

10/2/2018 - 10/2/2018

2:15 PM - 3:15 PM

Pre K, K, 1, 2, 3, 4, 5

Data Driven Instruction in Mathematics

Tuesday

9/18/2018 - 9/18/2018

2:15 PM - 3:15 PM

Pre K, K, 1, 2, 3, 4, 5

Data Driven Instruction in ELA

Tuesday

9/4/2018 - 9/4/2018

2:15 PM - 3:15 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

121

16.50

0.00

0.00

11.60

3.30

01

139

12.90

0.70

0.00

20.90

3.60

02

146

11.00

0.00

0.00

15.10

1.40

03

138

8.70

0.00

0.00

14.50

1.40

04

127

10.20

0.00

0.00

12.60

1.60

05

127

13.40

0.00

0.00

19.70

2.40

 

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

Tier 1: Welleby Elementary School uses the Benchmark Assessment System (BAS) to determine students' instructional levels in English Language Arts. This data is used to group students and work with them to ensure that their needs are met. For Tier 1 the district reading series is Journeys. Our school is also using novels and books from scholastic to provide guided reading to our students. The iReady Diagnostic Assessment is another tool that is used to determine student placement.

In math the iReady Diagnostic Assessment is used to determine instructional groups. Go Math is the core currciulum for Tier I and the Go Math Assessments are how we monitor student progress at Tier 1.

Tier 2: Once a need for an intervention is determined, a student is moved to Tier 2. In reading the intervention currently in place is LLI. Currently we have pull outs happening to get our students back to Tier 1. In math the Tier 2 intervention is the Go Math Strategic Intervention. These interventions are done with the classroom teacher.

Tier 3: Leveled Literacy Intervention is also put into place for our Tier 3 students in ELA. In math, the Go Math Intensive Intervention is in place. These interventions are done in the classroom.

To ensure that students are progressing toward school and district goals and that they are receiving the appropriate interventions, the MTSS team meets with the teachers every other week to review the data collected.  The Math and Literacy Instructional Coaches  provide support by modeling lessons and training the teachers on how to use the different intervention programs.
To ensure that the classroom instruction is accessible to the full range of learners using the Universal Design for Learning principles, the teachers have access to multiple research based interventions and assessments.  We make sure we are proactive in identifying the need and providing the appropriate intervention for each student.

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Wednesday

4th

4/24/2019 - 4/24/2019

8:15 AM - 2:00 PM

Wednesday

2nd

4/10/2019 - 4/10/2019

8:15 AM - 2:00 PM

Wednesday

3rd

3/20/2019 - 3/20/2019

8:15 AM - 2:00 PM

Wednesday

1st

3/6/2019 - 3/6/2019

8:15 AM - 2:00 PM

Wednesday

4th

2/27/2019 - 2/27/2019

8:15 AM - 2:00 PM

Wednesday

2nd

2/13/2019 - 2/13/2019

8:15 AM - 2:00 PM

Wednesday

5th

1/30/2019 - 1/30/2019

8:15 AM - 2:00 PM

Wednesday

2nd

1/9/2019 - 1/9/2019

8:15 AM - 2:00 PM

Wednesday

1st

12/5/2018 - 12/5/2018

8:15 AM - 2:00 PM

Wednesday

4th

10/24/2018 - 10/24/2018

8:15 AM - 2:00 PM

Wednesday

3rd

10/17/2018 - 10/17/2018

8:15 AM - 2:00 PM

Wednesday

3rd

9/26/2018 - 9/26/2018

8:15 AM - 2:00 PM

 

School Counseling Plan File

File Name Upload Date

Welleby-ASCP-2018-2019.pdf

10/5/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

Welleby-SEL-Action-Plan-2018-19-version-2.docx

11/29/2018

 


 

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

SAF-Sign-In-March-2019.pdf

April

Monitored

4/23/2019

SAF-Sign-In-February-2019.pdf

April

Monitored

4/23/2019

SAF-Sign-In-January-2019.pdf

April

Monitored

4/23/2019

SAF-Sign-In-December_2018.pdf

December

Monitored

4/23/2019

SAF-Sign-In-November-2018.pdf

November

Monitored

4/23/2019

SAF-minutes-March-2019.docx

April

A+ Funds

4/16/2019

SAF-agenda-March-2019.docx

April

A+ Funds

4/16/2019

SAF-minutes-February-2019.docx

April

A+ Funds

4/16/2019

SAF-agenda-February-2019.docx

April

A+ Funds

4/16/2019

Welleby-Mid-Year-Reflection.pdf

February

Monitored

2/26/2019

SAF-Minutes-January-2019.pdf

February

A+ Funds

2/7/2019

SAF-agenda-January-2019.pdf

February

A+ Funds

2/7/2019

SAF-Minutes-December-2018.pdf

December

Monitored

2/7/2019

SAF-agenda-December-2018.pdf

December

Monitored

2/7/2019

SAF-minutes-November-2018.pdf

November

Monitored

12/14/2018

SAF-agenda-November-2018.pdf

November

Monitored

12/14/2018

SAF-Sign-In-October-2018.pdf

October

Monitored

10/26/2018

SAF-Sign-In-September-2018.pdf

September

Monitored

10/26/2018

SAF-Minutes-October-2018.docx

October

Monitored

10/26/2018

SAF-agenda-October-2018.docx

October

Monitored

10/26/2018

SAF-Minutes-September-2018.docx

September

Monitored

10/26/2018

SAF-agenda-September-2018.docx

September

Monitored

10/26/2018

Welleby-SAC-Bylaws-2018-2019.pdf

August

SAC ByLaws

10/26/2018

Welleby-SAF-Bylaws-2018-2019.pdf

August

SAF ByLaws

10/26/2018

SAC-Composition.pdf

October

Monitored

10/22/2018

 


 

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?

English Language Arts (ELA) is the focus for improving student achievement. For the past few years we have made slow gains in ELA, but we still have more than 50% of our students who are below level in this area. It is our believe that reading is a fundamental skill that our students need to be successful. It is our belief that improvement in reading will help our students to be more successful in the other content areas. By focusing on this content area, we believe that we can get more and more students to be proficient and that will eventually transfer into the other content areas.

 

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?

  • A new an clear focus on the Interactive Read Aloud and Guided Reading.
  • A clear and concise Instructional Focus Calendar (IFC) has been created for every grade level.
  • The Phonics Word Study program by Fountas & Pinell is being used in our primary grades to build foundational skills.
  • Ready LAFS is being used in the intermediate grades to improve comprehension.

 

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

Teachers will collaborate during planning to discuss specific strategies and resources to aling with the standards.  Tier 1 instruction will focus on small groups and targeted interventions. Student data will be reviewed weekly by the grade level teachers during meetings to identify students that need additional interventions. Students that are not responding to the Tier 1 interventions will be evaluated further during data chats with the principal. Further evaluation of the student's data will be addressed during RTI meeting to determine Tier 2 and Tier 3 interventions. The team will make recommendations based on the individual needs of the student.

 

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

In alignment with the district, our ongoing progress monitoring tool that we are using in ELA is the Benchmark Assessment System (BAS) in grades K-5. This assessment is issued to all students in grades K-3 three times a year, and students in grades 4-5 who scored a level 1 or 2 on the FSA the previous year three times a year.

For math we are using the Go Math Chapter Assessments that goes along with the Go Math Curriculum.

At our school, we also use the School City platform to create ELA and Math assessments for progress monitoring of the Florida Standards.

 

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

Highly Focused Professional Learning Communities (PLCs)

  • Through our PLCs (guided by our instructional coaches) we take the time to analyze student data and to decide where more time needs to be spent on certain standards to ensure that our students are progressing. We also look for outliers in the data, and find new strategies to use with these students to ensure their success. If students continue to perform below expectancy, RTI strategies are put into place to try and help students to become successful with the academic content.
Multi Tiered Systems of Supports (MTSS)
  • Using a multi tiered system of support, teachers are working to meet the needs of all students.
  • Tier 1 is for every student. These strategies are used by teachers to support all students. Careful attention is given to all students to ensure that their needs are met.
  • Tier 2 strategies are put into place for those students who are the outliers in Tier 1. Separate programs and instructional strategies are put into place to meet the needs of this group of students.
  • Tier 3 strategies are there for those students who fall far below the academic expectations of the school/district. Programs and strategies are put into place for these students to help them become successful with academic content and grade level standards.

 

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 English Language Arts, we are working to implement small group guided reading. Using this strategy, teachers are able to meet the needs of all students. Groups are leveled using BAS data, and teachers work to meet the needs of the students in each group. Likewise, the students work in centers and independent work that are scaffolded and differentiated to meet the needs of all students. In K-2 our goal is to increase foundational skills. In 3-5 our goal is to increase reading comprehension.

In Math, we are working to implement guided math. While this is still a work in progress, teachers are working to meet the needs of all learners. Through differentiated instruction that takes into account the learning styles of the learners in their classes, teachers are ensuing that the needs of all students are met.

 

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

Standards Based Assessment

  • Assessments are built on the FSA Math & ELA Standards and allow coaches to track student progress towards the goal. This data is used to determine if teacher instruction is effective.
Balanced Literacy
  • District, Cadre, and School Instructional Rounds will be used to determine if this instructional strategy is implemented properly and effectively.
  • Training and PD is being provided to teachers to ensure that this strategy is being implemented with fidelity.

 

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?

K-5 Core English Language Arts Text : Journeys

  • For students working in Tiers 2 and  3, we also have Level Literacy Intervention Groups (LLI) in place that help students to get back to grade level.
K-5 Core Mathematics Text: Go Math
  • For students working in Tiers 2 and 3, we also have strategic and intensive intervention programs that teachers can use for intervention strategies.
K-5 Core Science Text: STEMScopes

 

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

Daily: Strategies are implemented by students and staff on a daily basis to ensure that the SEL needs of students are being met. Teachers are implementing daily mindfulness practices, morning meetings, and regulation zones to help students develop social and emotional skills. We have also started to incorporate a few messages in different languages on the morning announcements that represent the different cultures and languages at our school. We are also participating in many national and district initiatives that will help our students develop these life skills.

 

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

Self Awareness/Self Management

  • InnerExplorer-Daily Mindfulness Class Practices
  • Morning Meetings
  • Zones of Regulation
  • Go Noodle
  • Class Dojo
Social Awareness
  • Implementing Sanford Harmony Curriculum
  • Art2Soul: Group Run by the School Psychologist
  • Peer Counseling Program
  • "Paws"itive Links - Peer Mentoring
  • Adopt A Scholar Mentoring Program
  • Listener's Program
Responsible Decision Making
  • Think B4 You Post Initiative
  • Panther Pawsitive Philosophies
  • Using Accountable Talk in the Classroom
  • Anti-Bullying Program
Relationship Skills
  • Adopt A Scholar Mentoring Program
  • Peer Counseling
  • Pawsitive Links

 

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

Using our Schoolwide Positive Behavior Plan and the programs mentioned above, we ensure that our students social emotional needs are met. We also have a House System in place where healthy competition, community building, and collaboration are emphasized to move scholars forward.

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
FSA Camp, Targeted Push-In/Pull-Out, PLCs, Purchase additional ELA resources for small group instruction. Leadership Team 4/30/2019 Small Group Instruction, Differentiated Instruction, Responsive Literacy, Focused Walkthroughs (In-house and at other school locations within Cadre 2)

BPIE Files

File Name Uploaded Date
Welleby-BPIE-2018-2019.pdf 10/25/2018