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

Winston Park ES (3091)

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

3091 MAFS 5

Wednesday

1st, 3rd

9/13/2018 - 5/15/2019

2:00 PM - 3:00 PM

5

3091 LAFS 4

Wednesday

1st, 3rd

9/13/2018 - 5/15/2019

2:00 PM - 3:00 PM

4

3091 LAFS 3

Wednesday

1st, 3rd

9/13/2018 - 5/15/2019

2:00 PM - 3:00 PM

3

3091 LAFS 2

Wednesday

1st, 3rd

9/13/2018 - 5/15/2019

2:00 PM - 3:00 PM

2

3091 LAFS 1

Wednesday

1st, 3rd

9/13/2018 - 5/15/2019

2:00 PM - 3:00 PM

1

3091 LAFS K

Wednesday

1st, 3rd

9/13/2018 - 5/15/2019

2:00 PM - 3:00 PM

K

 


 

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: 9/18/2019)

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

181

19.00

0.00

0.00

N/A

0.00

01

194

25.00

0.00

0.00

0.00

2.00

02

217

25.00

0.00

0.00

0.00

1.00

03

210

14.00

0.00

0.00

42.00

5.00

04

213

20.00

0.00

0.00

36.00

2.00

05

212

15.00

0.00

0.00

46.00

0.00

 

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

The school utilizes MTSS/RtI to support the academic improvement of students identified by the early warning system.  The Collaborative Problem Solving Team meets every Tuesday to discuss students experiencing academic difficulties.  Students identified by the early warning system and the classroom teacher are referred to Response to Intervention.  A team consisting of administration, guidance, ESE, coaches, the classroom teacher, and parents meet to discuss the student.  If necessary, the team will create Tier 2 interventions and set goals to monitor student progress.  The team will reconvene in 6-8 weeks to look at student progress.  If the goals have been met, the team will continue with interventions and create new goals.  If the goal has not been met, Tier 3 interventions will be created and monitored.  During these meetings, the team also looks at other indicators that may be hindering student progress and collaborate with the school social worker to provide support. This process is continuous and allows the team to monitor the academic performance of students across many different grade and ability levels.
 

  1. What specific school – level progress monitoring data is collected and how often at school level to determine that students are progressing toward the school and district goals?  The school uses several progress monitoring toold to determine student levels and how they are progressing toward mastery of school and district goals.
    • Benchmark Assessment System- All students K-3 and Level 1 and 2 students in 4-5.  This is collected and analyzed three times per year.
    • Letter Names, Sounds and Concepts of Print- All K students are provided this four times per year.
    • i-Ready Diagnostic- Given to all students K-5 for reading and math.  This data is collected and analyzed three times per year.
    • Standards Mastery Assessments-  Provided to students in 2-5.  The is given after every instructional cycle according to the grade level curriculum map.
    • Keystones- All third grade students are given this eight times per year.
  2. What instructional materials including core, supplemental, and intervention programs are used to inform instruction based on students' needs?  The school utilizes a variety of programs to meet student needs
    • Journeys
    • Go Math
    • Engage NY
    • Leveled Readers
    • Content Area Readers
    • Leveled Literacy Intervention
    • Super QAR
    • Fundations
    • Phonics for Reading
    • Quick Reads
    • DBQ
    • Journeys Write-In Reader and Toolkit
    • Go Math Intervention
    • Number Worlds
  3. How does the school ensure the fidelity of students not progressing towards school and district goals receiving appropriate interventions?  See Above Response
  4. How does the school ensure that all classroom instruction is accessible to the full range of learners using Universal Design for Learning (UDL) principles?  The school utilizes the UDL Frameword and looks at providing multiple means of  engagement, multiple means of representation, and multiple means of action and expression.  The school uses the UDL Planning Template to ensure that considerations relevant to student learning preferences, possible barriers, and support needs are addressed. 

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Tuesday

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

8/21/2018 - 5/28/2019

8:00 AM - 2:00 PM

 

School Counseling Plan File

File Name Upload Date

WPE-ASCP-2018-2019-Guidance-Plan.pdf

10/18/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

SEL-Action-Plan-2018-revised-Nov-30.docx

11/30/2018

 


 

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

may-sign-in-2019.pdf

June

Developed

6/17/2019

april-sign-in-2019.pdf

April

Monitored

6/17/2019

SAC-agenda-Feb2019.docx

February

Monitored

4/16/2019

SAC-agenda-April16-2019.docx

April

Developed

4/16/2019

SAC--Minutes-January-2019.docx

February

Monitored

2/6/2019

SAC-January-2019.docx

February

Monitored

2/6/2019

SAC-agenda-December-2018.docx

December

Developed

2/6/2019

MID-YEAR-REFLECTION-FORM-(2018-19).pdf

February

Monitored

2/1/2019

SAC-Minutes_November-13-(1).docx

November

Monitored

11/15/2018

Sign-In-Sheets-November-2018.pdf

November

Developed

11/15/2018

SAC-agenda-November-2018-2.docx

November

Monitored

11/14/2018

SAF-October-Meeting-Minutes-(1).docx

October

SAF ByLaws

11/14/2018

October-2018-Meetings-(2).docx

October

Developed

11/14/2018

Committee-Membership.pdf

November

Monitored

11/5/2018

Sign-in-Sheets-August--September--October--2018--Winston-Park-Elementary.pdf

October

Monitored

11/3/2018

SAC-Minutes-September-2018-A.docx

September

Developed

11/2/2018

SAC-agenda-october-2018.docx

October

Monitored

11/2/2018

Winston-Park-Elementary-SAC-Bylaws.html

September

SAC ByLaws

9/14/2018

SAC-SAF-2018-2019-Dates.pdf

September

Monitored

9/14/2018

SAC-Agenda-September-2018-A.docx

September

SAC ByLaws

9/14/2018

August--2018-SAC-Agenda.pdf

August

Monitored

9/14/2018

SAC-Minutes-September-2018-A.docx

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?

Winston Park's Florida Standards Assessment results show that 58% of the third graders, 73% of the fourth graders, and 63% of the fifth grade students are proficient in English Language Arts. In math, 69% of third graders,77 % for the fourth graders, and 63% of the fifth graders are proficient in the Mathematics. As a result of the data analysis, the 2018-2019 focus will be English Language Arts (ELA). 

 

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 BEST Practices that Winston Park Elementary School will utilize to scale-up to improve teaching and learning in order to increase performance within the SES Band are:

  • Embedded High Quality RTI Process- The goal or purpose of this best practice is use student academic and/or behavior information to better identify students with learning or behavior needs in order to give students the necessary supportive interventions that will maximize their full potential and learning. 
  • Implementation of School City will provide common standards-based formative assessments.
  • Stars on Parade will be scaled up to include third grade students.  Students will participate in walk to reading to receive targeted interventions.
  • School wide PLC focusing on CARE (Curriculum, Assessment, Remediation and Enrichment) to include School City assessments.
  • Utilization of an additional research-based intervention, Visualizing and Verbalizing.

 

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

The BEST Practices listed below will be scaled-up:
Describe in detail how the BEST Practice(s) will be scaled-up.
The identified BEST Practices will be scaled up as follows:

  • An Embedded High Quality RTI Process. This BEST Practice will be scaled up by following an Comprehensive MTSS/RTI/CPST Action Plan that focuses on making the MTSS/RTI/CPST process better by making sure all classroom teachers understand the logistics of the MTSS Framework, the purpose of the framework, how the framework will be utilized.
  • The School City Assessments: Standards -based formative assessments will facilitate progress monitoring.  Moreover, a assessment calendar that is aligned to the curriculum map will be created.  This will ensure that assessments are aligned with what students are learning. 
  • School wide PLC focusing on CARE (Curriculum, Assessment, Remediation and Enrichment) to include School City assessment data analysis.  The data analysis will be utilized to make instructional decisions. 
  • Our walk to reading program has been scaled up to include students in kindergarten through third grade.
  • Visualizing and Verbalizing will be utilized to address comprehension needs.  Our Speech Pathologist will aide in training and support for the implementation.

 

 

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

Student progress is monitored and data is collected by a variety of methods and time frames such as:

  • School City Formative Assessments
  • i-Ready Standards Mastery
  • i-Ready Diagnostic Assessment
  • Quarterly Benchmark Assessment System (BAS) Running Records
  • Annual Broward Standards Assessment (Mid-Year)
  • Annual Florida Standards Assessment (End-of-Year)
Monitoring students’ progress and collecting related data is a vital task of teachers, support staff, and paraprofessionals. School-wide, grade level, subject area, and classroom decisions about instruction based on data, are essential including which instructional strategies are effective and the progress that students are making with respect to established goals.

 

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

Winston Park ensures that the needs of students not progressing towards school and district goals are met by providing research-based interventions to the students who are not meeting quaterly benchmarks.  Students are identified through the Response to Intervention process and participate in our Stars on Parade walk to reading intervention program.   Appropriate interventions are identified through the collection  BAS data, the i-Ready diagnostic and additionbal Benchmark Assessment System optional assessments.  These assessments provide vital information relevant to the students' area of weakness including phonological awareness, phonics, word features and comprehension. Students are then provided with the targeted interventions through our Stars on Parade walk to reading program. Students receive targeted interventions for 30 minutes each day in their area of weakness. Student progress is monitored through professional learning communities and in conjunction with the Collaborative Problem Solving Team. 

 

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)?

 The school utilizes the UDL Framework and looks at providing multiple means of  engagement, multiple means of representation, and multiple means of action and expression.  The school uses the UDL Planning Template to ensure that considerations relevant to student learning preferences, possible barriers, and support needs are addressed. 

 

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

Winston Park Elementary will ensure that Tier I classroom instruction is standards-based.  Our standards based curriculum maps will provide a scope and sequence for instructional delivery.  Formative assessments will be aligned to the curriculum map.  Data will be collected and analyzed in data chats and through professional learning communities.  During classroom walkthroughs, adminstrators will look for evidence of standards based instruction. Instructional coaches will provide support as needed.

 

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?

 Winston Park will utilize the Journeys core reading program.  Students will be engaged in i-Ready and Accelerated Reader to support student academic achievement.   To ensure that students have access to informational text for each content area teachers will utilize Journeys, the Scholastic Reading Leveled Library as well as the Social Studies and Science classroom leveled readers. Additionally, teachers have access to the online Sience A-Z  and Defined Stem resources.The teachers are able to select a variety of texts to read in whole group lessons and small guided reading groups  . When selecting books, teachers must consider the students' instructional level, interest level and the  students' reading teaching targets.  

 

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

The Social Emotional Learning Standards are addressed throughout the school day. Teachers ensure that students are consitently working on the standards.  The school climate and culture are fostered with the Social Emotional Learning Standards as a guide. Students are guided to demonstrate positive character traits and work cooperatively while developing goals, positive relationships and decision making skills.

 

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

 
Winston Park utilizes the following to explicitly teach and integrate school-wide Social Emotional Learning competencies:

  • Harmony 
  • CHAMPS
  • Character Education
  • School-wide Behavior Plan
  • Expectation Assemblies
  • Social Emotional Lab
 
 
 

 

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

Winston Park supports the social emotional learning of our students through the students expectation assemblies, school-wide behavior plan.  The students are engaged in lessons relevant to the character education curriculum.  Students that exemplify the character traits are nominated monthly as recipients of a character award.  Students are presented with assemblies focused on behavioral expectations, kindness and anti-bullying. Additionally, students have the opportunity to visit the Social Emotional Lab as needed. 

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Winston Park will utilize School City to generate standards-based assessment Leadership Team, Teachers 4/30/2019 The leadership team will receive training for School City. $7,500.00
Teachers will implement Balanced Literacy K-5. Teachers 6/5/2019 Teachers will attend the Balanced Literacy Training as needed.

BPIE Files

File Name Uploaded Date
BPIE-March-2019.pdf 3/21/2019
BPIE_2015.pdf 10/18/2018