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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

Chapel Trail ES (2961)

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

Math, Reading, Writing, Science and Technologly

Tuesday

4th

8/14/2018 - 5/21/2019

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

127

9.40

0.00

0.00

19.70

2.40

01

130

10.80

0.00

0.00

18.50

2.30

02

120

10.80

0.00

0.00

15.00

5.00

03

147

7.50

0.00

0.00

10.90

1.40

04

150

3.30

0.70

0.00

5.30

0.70

05

149

4.00

0.00

0.00

10.70

0.70

 

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

Students identified through BASIS, BAS, iReady or teacher assessment in need of intervention are referred to CPST. The CPST team and the classroom teacher discuss early warning indicators and the need for additional assessments to identify learning gaps, and decide on an appropriate intervention based on student needs and the Decision Tree.   Data is collected for a period of 6-8 weeks, the CPST reconvenes and student progress is monitored and shared with the parents.  If insufficient progress is made, Tier 3 Intervention are implemented and again monitored in 6-8 weeks to determine if the student is making adequate progress toward their goal. 

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Tuesday
Thursday

2nd, 4th

9/11/2018 - 5/21/2019

8:15 AM - 1:45 PM

 

School Counseling Plan File

File Name Upload Date

2018_2019-Annual-Guidance-Plan.pdf

10/3/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

SEL-Action-Plan-2018-Revised.docx

10/18/2018

 


 

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

CTE-SAF-Nov-sign-in-sheet.pdf

November

None

11/6/2018

CTE-SAF-Sept-sign-in-sheet.pdf

November

None

11/6/2018

Chapel-Trail-SAF-sign-in-10-2.pdf

October

SAF ByLaws

11/6/2018

20181105145736176.pdf

November

Monitored

11/6/2018

november-minutes.docx

November

Monitored

11/5/2018

document2018-10-18-080115.pdf

October

A+ Funds

11/5/2018

October-10-min.docx

October

A+ Funds

11/5/2018

Chapel-Trail-SAC-Committee-Membership.pdf

October

None

10/26/2018

2961_10242018_SAF-Bylaw-Template-(1).docx

October

SAF ByLaws

10/26/2018

Chapel-Trail-SAF-Meeting-Agenda--10-2.pdf

October

None

10/24/2018

document2018-10-23-130118.pdf

October

SAC ByLaws

10/23/2018

Dates-of-SAC-Meetings-for-2018.docx

October

Developed

10/22/2018

SAC-October-2018.pdf

October

Developed

10/18/2018

SAC-September-2018.pdf

October

Developed

10/18/2018

 


 

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 content focus area for improving student achievement will be in the area of  Mathematics. The percentage of students scoring proficient in grades 3-5 on the FSA Mathematics assessment went from 82% proficient in 2016-2017 to 80% proficient in 2018. An analysis of our SES Band data reveals that Chapel Trail ranks 4th in the District  and 12th in the State in percentage of students proficient in Mathematics. There are currently 5 percentage points separating Chapel Trail elementary from the elementary school in Broward with the highest percentage points. 

 

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?

  • Teachers will be trained in using iReady Mathematics to diagnose student needs, create instructional groups, assign online instruction and monitor student growth.
  • The lowest 30% of students will be provided with additional Mathematics intervention in a small group setting for 30 minutes daily.

 

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

  • The school has invested resources to purchase iReady Mathematics fro all students in grade K-5. Students have completed their first diagnostic assessment in iReady and are working on their online instruction for the reccomendsed 45 minutes a week.
  • Administration will meet with teachers during data chats to discuss diagnostic results and individual student typical and stretch goals. 
  • Teachers will assign Standards Mastery assessments on Uready to monitor student mastery of specific mathematics standards. 
  • Administration has identified the lowest 30%, according to FSA scores, in grades 4 and 5. In grade 4 there are 10 non-ESE students that scored a level 2 or lower and in 5th grade there are 9 non-ESE students. These students will receive an additional 30 minutes of pull out intensive intervention in Mathematics daily help fill learning gaps. 
  • ESE students will be provided mathematics intervention aligned to their IEP.
  • The school will offer an afterschool FSA Mathematics Camp to our lowest 30% of students in grades 3-5

 

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

  • Teachers at all grade levels must submit to administration monthly assessment data and standards taught.
  • iReady Mathematics dtat is monitored for usage, lesson pass rate, and standards mastery.

 

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

  • Administration reveiws clasroom data monthly.
  • Students not making progress toward grade level goals are referred to CPST for review and intervention plan.

 

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 have been provided professional development in ELL Can-do Descriptors, ESE acccomodations and modifications, and Social Emotional Learning. During classroom walk-throughs, BAS data is used to plan  differentiated instruction during Guided Reading lessons. Enrichment opportunities are provided to students working above grade level through the use of self-selected activities and deeper dive into individual standards and topics. 

 

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

  • Administartion conducts frequent classroom walk-throughs to monitor Tier 1 instruction. 
  • Grade level teams meet weekly to plan for instruction in each of the content area and ensure that all standards are taught throughout the year.
  • The school's Literacy Coach meets with teachers to discuss best practices and provide support as needed.
  • Classroom data is monitored monthly by the classroom ateacher and administration.

 

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 K-5 : Journeys, TFK, iReady,  
Mathematics K-5: Go Math Mathematics, iReady
Dual Language Classes K-5: Senteros, IStation
Grades 2-5: Newsela
Science K-5: Science A-Z, Stemscopes
Social Studies K-5: Read Aloud collections
Additional teacher created resources.
The school follows the Balanced Literacy Framework, the Fountas and Pinnel Continuum, and has a Resource Book Room with a variety of leveled readers in a variety of genre's. 

 

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

  • Teachers begin the school year with a series of lesson plans revoling around classroom and school-wide Rules and Expectations. These plans, CTE (Cooperate at all time, Treat others with respect, Exceed expectations ) focus on teaching students behavial expectations toward their teachers and peers in order to make the school a safe and inclusive community. 
  • The school's phychologist and guidance counselor conduct classroom lesson on Social Emotional Skills and have weekly groups of student sthey meet with to strengthen these skills.
  • The school participates in the District's Start with Hello program to ensure that each student feels welcome and safe in their school community. 
  • The teachers conduct weekely"check-ins' with each student to foster a more interpersonal relationship with their students.
  • The school has implemented a "Gator Pals" program in each classroom that pairs each ESE student with a classroom peer. 

 

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

The school has developed a SEL plan that is implemented school-wide focusing on the five Social Emotional Learning competencies of self-awareness, self-management, social awareness, relationship skills and responsible decision making. The school guidance counselor and school psychologist conduct classroom lessons that reinforce these skills. In addition the school has a Kids of Kindness club that teaches the students about civil and citizen stewardship.

 

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

Our school-wide expectations as described in our school wide positive behavior plan , foster a school culture and learning environment where students feel safe and accepted. Students are provided  with academic, behavioral , and social emotional support based on student individual needs through the CPST team.  

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Teachers are implementing Balanced Literacy instruction within the ELA Reading block. Students are using iReady to help close learning gaps. The lowest 25% of students in grades 3-5 will be invited to FSA Reading camp. Classroom Teachers, Literacy Coach, and Administration 6/1/2019 Selected teachers will participate in District/Cadre professional development focusing on the various components of Balanced Literacy instruction. n/a
Teachers will implement iReady online instruction and monitor student mastery data. This information will be used to form instructional groups and to plan appropriate mathematics intervention lessons. Classroom teachers, Literacy Coach and Administration. 6/1/2019 Teachers are provided with professional development on iReady program to include running reports and using the data to drive instruction. appox. $8000

BPIE Files