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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

Coral Park ES (3041)

School Year

2018 - 2019

School Grade
(2017 - 2018)


Executive Summary

Download/View Executive Summary




A Focused and Authentic 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


Pre-K, K, 1, and 2


1st, 3rd

8/20/2018 - 5/31/2019

2:15 PM - 3:00 PM

Pre K, K, 1, 2



2nd, 4th

8/20/2018 - 5/31/2019

2:15 PM - 3:00 PM

3, 4, 5




An Embedded High Quality RtI Process


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)


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












































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

Attendance - Classroom teachers monitor daily attendance and implement procedures for reviewing and completing missed assignments.  In addition, if a student has been absent more than 2 days without receiving a call or note that the student is out ill, the teacher will contact the parent to explain the importance of consistent attendance.   Office staff records tardy students, as well as early sign-outs to identify other attendance issues.  When a student is tardy or leaving early on a regular basis, the teacher will make initial contact to discuss the issue with the parent.  If the teacher cannot contact the parent, administration or the social worker is informed to reach out to the family.

The second strategy is to send personalized letters to the parent/guardian with report cards when students have been absent or tardy 10% or more of the school quarter.  

The third strategy is for administration, support staff, or school counselor to identify the reason for the attendance issues and matches resources when applicable to resolve the attendance concern.  Administration reviews the monthly Dashboard Data Report to evaluate the effectiveness of the intervention strategies and revises the plan as needed.

Suspension - Coral Park Elementary takes a proactive approach to preventing behaviors that lead to suspension. The school-wide positive behavior plan (SWPBP) includes a leveled behavior plan in all classrooms, character education and a cafeteria behavior plan.  Teachers collaborate with the Response to Intervention team for students demonstrating behavior concerns.  Guidance lessons are provided by the school counselor for each grade.  Administrative team communicates and collaborates with parents and guardians to implement interventions to reduce and eliminate inappropriate behavior.

Academic Performance - Through the use of beginning of the year assessments including: Kindergarten Screening, Math Prerequisite test, Benchmark Assessment System (BAS) for Reading, and iReady Diagnostic assessments, teachers and support staff identify students' current level of performance, strengths and areas for additional support.  Appropriate interventions are implemented and monitored for students below grade level. 


RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times


1st, 2nd, 3rd, 4th

8/28/2018 - 5/30/2018

8:00 AM - 2:00 PM


School Counseling Plan File

File Name Upload Date




Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date






Optimal Internal/External Relationships


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



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




SAF ByLaws





























Scaling Up BEST Practices


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.



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?

Coral Park Elementary will focus on improvements in all content areas.  However, our schoolwide deliberate practice is on increasing each grade level's proficiency in their English Language Arts (ELA), math and science standards.



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 specific best practices that will be implemented and scaled-up to improve teaching and learning in order to increase performance within the SES Band are high quality Professional Learning Communities, Response to Intervention, push-in and pull-out Reading and Math support for remendiaton and enrichment, along with providing an extended learning opportunity for students in grades 3-5.


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

BEST Practice 1: Professional Learning Communities
Our faculty will participate in professional learning communities focused on building their instructional practices.
Grade level teams and coaches will meet on a weekly basis to:
  • analyze assessment data from i-Ready and other formative assessments to identify which students have demonstrated mastery and those in need of remediation or enrichment
  • share best practices that resulted in student mastery of concepts
  • identify lessons for remediation and enrichment based on student data
  • monitor the instructional focus calendar to determine if instructional pacing needs to be edited/revised
  • collaborate with coaches for support needed to develop high quality instruction
Support staff will provide guidance and support to the grade level teams.
BEST Practice 2: Response to Intervention
  • Teachers are responsible for knowing and understanding the progress of their students.  Each teacher has been provided with a GROW binder that they can utilize to organize their student data and class reports.  Teachers are responsible for bringing any and all pertinent data to RTI meetings.
  • The MTSS/RTI team designates specific roles and responsibilities to support the teachers and students in the RTI process.
  • Team leaders will participate in BASIS and District training to provide an additional layer of support to the teachers and support staff
  • Bi-monthly meetings are posted on the school calendar to facilitate the process.  Support personnel are assigned based on student's needs to collaborate with classroom teachers regarding the implementation of specific interventions and BASIS documents.
  • We have added  two reosurce positions using our Title One budget: Our math coach position and our elementary reading resource teacher that work with students and collaborate with both the classroom teacher and the RTI team
  • The school's database will continuously be utilized to track student data, RTI status, and meeting dates



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

The specific school-level progress monitoring data that is collected at Coral Park are: the Benchmark Assessment System (BAS) and the I- Ready Diagnostic Assessments,  that are both administered three times a year; at the beginning, middle, and end of each school year. In addition, I-Ready Standards Mastery Checkpoints, and subject area chapter tests are administered at the end of each instructional cycle for the intermediate grades.  


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

The school ensures the fidelity of students not progressing towards school and district goals by implementing a "Walk to Read" model in grades 1-3.  In addition, Coral Park has an ability based grouping model in grades 4 and 5.  The school's administration and support staff meet with each teacher to monitor individual student progress in grade level Data Chats. Also, the MTSS/Response To Intervention (RTI) team meet to monitor the progress of all students in the RTI process.


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' lessons include multiple ways of representing information, including text, videos, visual graphic organizers, hands-on experiences, etc., in order to access materials in a way best suited for their students. Classroom teachers have been trained in multiple ways to engage students on how to interact with materials. In addition, students are providing multiple ways of showing what they have learned, such as pencil-paper test, oral presentations, group projects, and technology-based assessments.


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

Tier 1 Standards-Based classroom instruction is implemented and aligned to meet students' needs utilizing resources such as standards mastery and BAS to give information regarding student progress and what areas need to be targeted. Teams collaborate to discuss Tier 1 Standards-Based instruction and that it is being properly and effectively implemented. Classroom walk-throughs and observations are conducted to discuss the effectiveness of Tier 1 instruction. Data is gathered, and data chat meetings are held with teachers, administration and support staff to discuss student progress and growth, which included discussion of Tier 1 instruction and resources used. 


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?

The texts that are used for core instruction for English Language Arts (ELA) is the Journeys series. The supplemental and intervention programs that are used for ELA include: I-Ready LAFS book and Toolkit, Fun-dations, Soar to Success, Leveled Literacy Intervention (LLI), Super QAR, Lively Letters, Words Their Way, Quick-reads, Rewards, etc.
The texts that are used for core instruction for Math is the Go Math series. The supplemental and intervention programs that are used are the I-Ready MAFS book and Toolkit, Go Math Intensive Intervention, and Touch Math.
The texts that are used for core instruction in Science is Stem-scopes and Science A to Z.  The supplemental and intervention program that is used in 4th and 5th grade is “Science Coach”.



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 are encouraged to create a warm, safe and supportive learning environment by developing positive relationships with all their students. All staff members must demonstrate care, concern and a belief in all students’ ability to succeed. Lesson plans are created with opportunities for cooperative learning, relationship-building and communication activities. In addition, student interests, experiences, and cultural heritage are integrated throughout the curriculum and school activities.


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

CASEL identifies five key competencies that are seen as instrumental in developing positive relationships and managing life stressors: self-awareness, self-management, social awareness, relationship skills, and responsible decision making. A school-wide focus on fostering a growth mindset in students (students with a growth mindset believe that intelligence can be developed, as opposed to those with a “fixed” mindset who believe that people are born with a certain amount of intelligence and ability) is expected and taught. Emotional richness is incorporated into all classes through the delivery of classroom guidance lessons, because students learn and remember best when their emotions are engaged.


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

The school-wide behavior plan and the school-wide leveled colored behavior chart, as well as the school-wide behavior assembly encourages positive behavior, expectations and it provides a safe learning environment. School-wide guidance classes/lessons are conducted by the school guidance counselor, who supports the social and emotional learning for all students.



Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
The supplemental and intervention program that is used in 4th and 5th grade is “Science Coach” and SRA. Classroom teachers 6/1/2019 PLC's and district training $3,000.00
Teachers will teach mathematical concepts using the CPA approach, using manipulatives Classroom teachers 6/1/2019 PLC's and district training $3,000.00
K-3 teachers will utilize the BAS and the Continuum of Learning to determine and progress monitor student reading goals for all students. 4-5 grade teachers will utilize the BAS for FSA level 1 and 2 students. Classroom teachers 6/1/2019 PLC's and district training $1,000.00
Increase parent education/communication of curriculum needs. Conduct quarterly parent education sessions (Title I) and a monthly newsletter to support curriculum needs. Support Staff/ Teacher Leads/ Title I Liason 6/5/2019 PLC's and district training $500.00
Teachers will provide students opportunities to master the required grade level math fluency standards, including school-wide homework, peer tutoring folders, timed tests, and web- based programs. Classoom teachers 6/10/2019 PLC's and district training $500.00
Utilize Thinking Maps to develop critical thinking skills and plan for written responses across content areas. Classroom teachers 6/5/2019 Trained faculty members will conduct a training during team meetings. $500.00
Monitor/increase the implementation of Dr. Heggerty's Phonemic Awareness for daily usage in grades K-2 Literacy Coach 6/5/2019 monitor through PLC team meetings $500.00
Build capacity for the RTI Process ( progress monitoring, intervention strategies, and assessments). Administration/MTSS Team 6/5/2019
Provide and model Speech/Language strategies for classroom teachers. Speech 6/5/2019 Monitor through PLC team meetings.
Kindergarten students will participate in a screening prior to the start of the school year to assist teachers in determining student needs Kindergarten teachers 8/6/2019 District trainings $1,500.00
Teachers will introduce and support reading concepts utilizing the i-Ready LAFS books in grades two through five . Literacy Coach and classroom teacher 6/5/2019 PLC's and district training $500.00
Supports teachers' professional development and growth. Identified teachers will participate in professional development opportunities as needed to support their growth. This can include district trainings, TDA's to observe other teachers, and/or team collaboration planning days. Administration 6/5/2019 District trainings and classroom observations $2,000.00
Support ESOL learners through the use of ESOL strategies, Radius machines and cards, as well as differentiated instruction Guidance Counselor 6/5/2019 PLC's and district training $250.00
Identified students will participate in interventions, including but not limited to: Fundations, Wilson, Soar to Success, Super QAR, I-Ready Lessons, Quick Reads, LLI, Touch Math, and Saxon. Reading Resource Teacher 5/4/2019 Selected teachers will participate in training for the intervention programs listed herein $3,000.00
Utilize Touch Math for students based on IEP/RTI needs. ESE, teachers, ESE Specialist 6/5/2019 Support given through PLC team meetings $250.00
Students will utilize Math journals to record and represent knowledge. Math Coach 6/5/2018 PLC's and district training $250.00
Increase use of data to form leveled groups.Teachers will use BAS data to form Guided Reading groups and receive support for BAS and Responsive Literacy Instruction training. Literacy Coach 6/5/2019 PLC's and district training $500.00
Increase support for the RTI and PLC process. Provide infrastructure, such as common planning, release days, and extended hours to support the PLC and RTI process. Administration 6/5/2019 PLC's and district training $500.00
Implement Guidance lessons where students will learn organization and effective study skills. Guidance Counselor 6/10/2019 PLC's and district training $250.00
Increase progress monitoring for identified students. Utilize i Ready Reading/Math Diagnostic Assessments, LAFS and MAFS curriculum and Tool Box, and progress monitoring for identified students. teacher 6/10/2019 I-Ready Trainings $5,000.00

BPIE Files

File Name Uploaded Date
2018CPE_BPIE.pdf 9/26/2018