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

Silver Ridge ES (3081)

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

Intervention / Standard Infusion

Tuesday

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

8/8/2018 - 5/14/2019

2:00 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

176

13.10

0.00

0.00

16.50

3.40

01

186

13.40

0.00

0.00

15.60

2.70

02

162

8.00

0.00

0.00

6.20

0.60

03

181

11.00

1.70

0.00

11.00

2.20

04

179

7.30

0.60

0.00

15.60

2.80

05

191

6.80

0.00

0.00

17.80

2.10

 

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

In order to address the needs of students requiring interventions, we will provide targeted tier 2 instruction to all students demonstrating gaps in academic acheivement.We will provide tier 3 intensive interventions to students using research-based intervention programs (Fundations, LLI, Phonics for Reading, Visualizing & Verbalizing, etc.). Teachers will collaboratively evaluate the results of progress monitoring assessments (BAS, pre/post tests, portfolios, etc.) and participate in data chats and student conferences. To address attendance and suspensions, teachers and staff will implement activities and lessons based on the Social Emotional Learning standards

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Monday

1st, 2nd

8/27/2018 - 5/20/2019

8:00 AM - 2:00 PM

 

School Counseling Plan File

File Name Upload Date

Silver-Ridge-School-Counseling-Plan-2018-2019.pdf

10/12/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

Silver-Ridge-2018-19-SEL-Action-Plan.docx

10/23/2018

 


 

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

Silver-Ridge-Mid-Year-Reflection.pdf

January

Monitored

1/31/2019

Silver-Ridge-January-SAF.pdf

January

None

1/29/2019

Silver-Ridge-January-SAC.pdf

January

Monitored

1/29/2019

Silver-Ridge-December-SAF.pdf

December

None

12/19/2018

Silver-Ridge-December-SAC.pdf

December

Monitored

12/19/2018

Silver-Ridge-November-SAF.pdf

November

None

12/19/2018

Silver-Ridge-November-SAC.pdf

November

Monitored

12/19/2018

Silver-Ridge-SAF-Meeting-Schedule.docx

September

None

10/23/2018

Silver-Ridge-SAC-Meeting-Schedule.docx

September

None

10/23/2018

Silver-Ridge-SAC-Composition.pdf

September

None

10/23/2018

Silver-Ridge-October-SAF.pdf

October

None

10/18/2018

Silver-Ridge-October-SAC.pdf

October

Developed

10/18/2018

Silver-Ridge-September-SAF.pdf

September

None

9/16/2018

Silver-Ridge-September-SAC.pdf

September

Developed

9/16/2018

Silver-Ridge-August-SAF.pdf

August

None

9/14/2018

Silver-Ridge-August-SAC.pdf

August

None

9/14/2018

Silver-Ridge-SAF-Bylaws.pdf

September

SAF ByLaws

9/14/2018

Silver-Ridge-SAC-ByLaws.pdf

September

SAC ByLaws

9/14/2018

 


 

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 area of focus for the 2017-2018, based on FSA data and analysis, is ELA.  On the 2017-2018 FSA, 73% of our students demonstrated proficiency; 60% of our students made learning gains.  We aim to increase both ELA proficiency and learning gains with particular focus on those students who scored in the lowest 25%.

 

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?

We aim to more effectively implement and scale-up practices of focus from last year.  In order to improve teaching and learning and to increase performance within the SES Band, Silver Ridge will focus on improving instruction across all tiers.  Tier 1 will include interactive read-alouds and an emphasis on engaging authentic student talk.  Tier 2 and Tier 3 small-group instruction will be delivered through the use of evidence-based resources and interventions.  Additional training will be provided and encouraged for the improvement of guided reading practices across all grade levels.

 

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

Tier 1 Improvement: Interactive read-alouds will be used daily to monitor and clarify student comprehension via the incorporation of authentic student talk.  Students will be encouraged to discuss the read-aloud with same-grade peers to gain additional insight and understanding from different viewpoints and perspectives.  Teachers will check for understanding with intentional monitoring, guiding questions, and collaboration.
 
Tier 2/3 Improvement:  Teachers will be guided through the Response to Intervention process and provided with access to and training for evidence-based intervention resources.  These resources include iReady, Phonics for Reading, Fundations, LLI, Lively Letters, Touch Math, Journey's Write-In Readers, and the Visualizing & Verbalizing program.  An emphasis on fidelity and consistency, as well as the accurate evaluation of student data and achievement, will be supported by the RtI team (Administration, ESE Specialist, Literacy Coach, ESE Support Facilitators, and School Psychologist).  To improve guided reading practices, teachers are provided with look-fors and best practices.  Our PLCs will include time for intervention training and implementation reflection.  

 

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

The leadership team collects updated progress monitoring data from all grade levels quarterly.  This data includes Benchmark Assessment System (BAS) instructional reading levels for all students.  The leadership team compares current student levels to the previous quarter's and identifies degrees of growth; students not making sufficient growth are identified, a meeting with the teacher is scheduled, and interventions are implemented.  The data sheet also includes student small-group reading groupings to monitor instructional reading levels, reading group flexibility/fluidity, and specific skills being targeted.  Additional notes are made for students receiving targeted Tier 2 and Tier 3 interventions; notes are made of the interventions and all teachers are expected to have noted intervention time in their daily schedules.  This information is updated as students are monitored in the RtI process.  Student data is extracted and evaluated based on additional classifications:  ESE, ELL, and the lowest performing 25%.

 

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

Silver Ridge ensures the fidelity of students not progressing towards school and district goals through careful progress monitoring, coaching, and leadership check-ins.  Student data is evaluated and monitored weekly, and those demonstrating below-grade level performance or who are not making sufficient progress are identified and brought into MTSS.  Once these students are identfied, they are placed in a Tier 2 or Tier 3 intervention group in an attempt to close the gap.  The RtI process is followed and the CPST team meets at least quarterly to analyze underlying reasons for the inadequate progress.  The implementation of interventions is monitored and supported by the leadership team, including the Reading Coach.  Teachers have dedicated intervention time in their daily schedules and receive training in intervention programs as needed.

 

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)?

Silver Ridge ensures that all classroom instruction is accessible to the full range of learners using UDL for effective instructional design and delivery via shared best practices, coaching, professional development, opportunities for reflection, and evaluation.  Through collaboration, our teachers share a variety of ways to present material (paper/digital, hands-on/visual/auditory, etc.) so that all students have access to engaging instruction and opportunities to be successful.  Grade levels are encouraged to plan together and share best practices that align to standards.  Students are encouraged to set and track goals in data binders, and teachers conference with students to review progress and discuss ways that each student may better understand him or herself as a learner.  Classrooms are informally evaluated for elements of text-rich environments.  Silver Ridge is working toward increasing access to digital tools which will increase access to flexible presentation and response.

 

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

Silver Ridge ensures Tier 1 Standards-Based classroom instruction is being implemented properly and effectively via observations, classroom support, individual teacher coaching, and sharing of best practices.  Administration conducts periodic walkthroughs and observations to monitor the intentional and meaningful posting and monitoring of standards.  Individual teachers observed to be developing in their implementation of standards-based instruction will conference with the leadership team, create a plan for improvement, and receive coaching from the leadership team and support staff.  This may take the form of professional development, reflection, data review, and monitoring.  All teachers are expected to reflect on Tier 1 data; standards-based assessments are used to ensure that at least 80% of students are demonstrating proficiency.  Teachers with strengths in the teaching of particular standards are encouraged and expected to share their best practices at team meetings and PLCs.  PLCs are designed to target particular standards deficits based on review of standardized testing 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?

Silver Ridge's core ELA program for K-5 is the Journey's reading program, and the core math program for K-5 is the Go Math! series.  Time for Kids and related Scholastic texts (ex: Social Studies Weekly, Science Weekly) are used to supplement instruction and encourage cross-content integrated instruction.  Teachers also use NewsELA (online), Read Works (online), and LAFS Ready books to supplement, scaffold, and differentiate standards-based instruction.  To support guided reading, we have a complete guided reading book room with a variety of texts for BAS levels A-Z.  These texts are organized by level and separated as either literary or informational text.  For students requiring intervention, we have a variety of intervention resources available: iReady (lowest 25% performing students), Fundations (K), Lively Letters (K-2), LLI (1-3), Phonics for Reading (2-5), Phonographix (K-5), and Visualizing & Verbalizing (2-5).

 

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

Please see our 2018-2019 School Wide Social Emotional Learning Action Plan.

 

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

Please see our 2018-2019 School Wide Social Emotional Learning Action Plan.

 

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

Please see our 2018-2019 School Wide Social Emotional Learning Action Plan.

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Tier 2/3 interventions (iReady, Visualizing & Verbalizing, LLI, etc.), progress monitoring, FSA Camp, professional development Classroom teachers, administration, and support staff 6/4/2019 in-house training as needed $7,793.00
Utilization of evidence-based interventions, teacher training, professional development (as needed) Leadership team 6/5/2018 Intervention and RTI training as needed

BPIE Files

File Name Uploaded Date
Silver-Ridge-BPIE-2019.pdf 2/1/2019
Silver-Ridge-BPIE-2019.pdf 1/24/2019
2015-SILVER-RIDGE-BPIE.pdf 10/12/2018