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

Park Springs ES (3171)

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

3171 SBI-Standards Based Instruction GR 5

Thursday

4th

8/7/2018 - 5/15/2019

1:45 PM - 2:45 PM

5

3171 SBI-Standards Based Instruction GR 4

Thursday

4th

8/7/2018 - 5/15/2019

1:45 PM - 2:45 PM

4

3171 SBI-Standards Based Instruction GR 3

Thursday

4th

8/7/2018 - 5/15/2019

1:45 PM - 2:45 PM

3

3171 SBI-Standards Based Instruction GR 2

Thursday

4th

8/7/2018 - 5/15/2019

1:45 PM - 2:45 PM

2

3171 SBI-Standards Based Instruction GR 1

Thursday

4th

8/7/2018 - 5/15/2019

1:45 PM - 2:45 PM

1

3171 SBI-Standards Based Instruction-K

Thursday

4th

8/7/2018 - 5/15/2019

1:45 PM - 2:45 PM

K

3171 Zones Book Study PK

Thursday

4th

8/7/2018 - 5/15/2019

1:45 PM - 2:45 PM

Pre K

3171 Mindfulness Book Study: Specials

Thursday

4th

8/7/2019 - 5/15/2019

1:45 PM - 2:45 PM

K, 1, 2, 3, 4, 5

3171 Pirate Book Study K-5

Wednesday

4th

8/7/2018 - 1/16/2019

1:45 PM - 2:45 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: 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

152

24.00

0.00

0.00

N/A

0.00

01

143

12.00

1.00

0.00

0.00

0.00

02

178

10.00

0.00

0.00

0.00

1.00

03

179

15.00

4.00

0.00

26.00

4.00

04

153

16.00

1.00

0.00

32.00

2.00

05

145

17.00

2.00

0.00

30.00

1.00

 

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

For the 2018-19 school year, we will continue to implement a 30-minute Intervention block as part of the ELA 120 minute block.  In Kindergarten and first grade, we will continue to use Wilson Fundations and LLI for our reading interventions.  In Second grade, LLI will be used as the intervention for reading. In third grade, Phonics for Reading, LLI and I-Ready will be used as the reading interventions,  teachers will also use Teacher Toolbox Ready lessons for Small Strategy Groups/Skills Groups.  In fourth grade, teachers will use Iready, Journey's Write In Reader, and Teacher Toolbox Ready lessons for their Strategy Groups/Skills Groups.  In fifth grade, teachers will use IReady teacher-led lessons, Super QAR, and Teacher Toolbox Ready lessons for their Strategy Groups/Skills Groups.  For math intervention, we will continue to utilize Reflex Math for grades 2-5 to practice fluency and Small Strategy groups/Skills Groups for remediation.  For our Intermediate Grades, we will use Iready, and Teacher Toolbox Ready lessons for math Strategy Groups/Skills Groups, and Go Math Reteach.

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Tuesday

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

9/4/2018 - 5/29/2018

8:15 AM - 1:45 PM

 

School Counseling Plan File

File Name Upload Date

ASCP-3171-18-19.pdf

10/8/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

3171_ParkSpringsSEL-Action-Plan-2018-.pdf

10/17/2018

 


 

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

3171_SACMinutes_050719.pdf

May

Monitored

5/10/2019

3171_SACAgenda_050719.pdf

May

Monitored

5/10/2019

3171_SACSignin_111318.pdf

November

Monitored

5/10/2019

3171_SacSignin050719.pdf

May

Monitored

5/10/2019

3171_SACsignin_040219.pdf

April

Monitored

4/23/2019

3171_SACSignin_030519.pdf

April

Monitored

4/23/2019

3171_SACUpdatedAgenda_030519.pdf

March

Monitored

4/23/2019

3171_SAFAGENDA_030519.pdf

April

None

4/23/2019

3171_SACMinutes_030519-.pdf

March

Monitored

4/23/2019

3171_SAFAGENDA_040219.pdf

April

None

4/23/2019

3171_SACAgenda_040219.pdf

April

Monitored

4/23/2019

3171_SACSAFAgenda_030519.pdf

February

Monitored

2/27/2019

3171_SACAgenda_02062019.pdf

February

Monitored

2/13/2019

3171_SACMinutes_010819.pdf

February

Monitored

2/13/2019

3171_SACSAFSignin_020619.pdf

February

Monitored

2/13/2019

3171_SACSignin_010819.pdf

February

Monitored

2/1/2019

3171_PSEMidyearReflection_2018-2019.pdf

February

None

2/1/2019

3171_SACAgenda_010819.pdf

January

Monitored

1/8/2019

3171_SAFsignin_120418.pdf

December

None

1/8/2019

3171_SACSignin_120418.pdf

December

Monitored

1/8/2019

3171_SAFMinutes_120418.pdf

December

None

1/8/2019

3171_SACAgenda_111318.pdf

November

Monitored

12/12/2018

3171_SACMinutes_111318.pdf

November

Developed

12/12/2018

3171_SACAgenda_120418.pdf

December

Monitored

12/12/2018

Committee-Membership-2018-2019-PSE.pdf

November

None

11/8/2018

3171_SAC-ByLaws_100218.pdf

October

SAC ByLaws

10/26/2018

3171_SAFBylaws_100218.pdf

October

SAF ByLaws

10/25/2018

Surveys-Report-Student-PSE.pdf

October

None

10/14/2018

Surveys-Report-Staff-PSE.pdf

October

None

10/14/2018

Surveys-Report-Parent-PSE.pdf

October

None

10/14/2018

3171_SAFMinutes_090418.pdf

October

None

10/10/2018

3171_SACMinutes_090418.pdf

October

None

10/10/2018

3171_SACSAFSignin__100218.pdf

October

Monitored

10/10/2018

3171_SAFSignin_09042018.pdf

October

None

10/8/2018

3171_SACSignin_09042018.pdf

October

Developed

10/8/2018

SACSAF-Schedule-18-19.pdf

October

None

10/8/2018

3171_SAFAgenda_090418.pdf

October

None

10/8/2018

3171_SACSAFAgenda_100218.pdf

October

Monitored

10/8/2018

3171_SACAgenda_090418.pdf

September

Developed

9/11/2018

 


 

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?

Based on the 2017-2018 FSA data, the content areas we will focus on this school year will be ELA  and Math. Our first goal will be improving ELA learning gains for our lowest quartile students by 3% on the 2018-2019 FSA.  Currently 48% of the lowest quartile are proficient. This percentage is down from 51% the previous year. Our second goal will be improving Math learning gains by 6% on the 2018-2019 FSA.   In 2017, 71% of the students were proficient. 

 

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?

Some best practices that we will implement or Scale-up for the 2018-2019 school year to improve teaching and learning in order to increase our performance within the SES band are as follows:  in-depth professional development on how to utilize standards-based instruction effectively in our math blocks, more focus on small-group instruction and the gradual-release model; use of a spiral review curriculum as part of our daily instructional activity; and utilizing strategies from data-driven instruction to meet after every interim assessment for individual data chats that will begin during the second quarter of the school year. 

 

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

We will be scaling up our Math instruction and small group interventions.  Professional development during pre-planning week focused on effective standards- based math block focusing on the You do, I do, we do model where students are being given "stuggle" time first to attempt new concepts. This also aides in the use of the gradual release model in our math block.   This year, we are using the Reflex Math prograim as additional supplement to support math fluency.  Teachers will utilize data-driven instruction model to conduct data chats after each interim assessment.  We will also be utilizing the push-in model for ESE support facilitators to instruct both ESE and general education students.  The district's math department will also provide professional development to our staff during November's teacher's planning day.  ESE support facilitators along with two teachers from each grade level were sent to a Math Number Sense training to support struggling math students. Two teachers from each grade level in grades 3-5 along with our curriculum coach was sent to a two-day Effective Math Block Training as well.  Teachers will be utilizing the Standards Mastery portion of the Iready program for data-driven instruction and will use the teacher toolbox, Go Math reteach and other research-based interventions as small group remediation.  Teachers will also be utilizing the Ready Math Problem Solver books as supplemental materials as well.  

 

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

Some specific school-level progress monitoring data that will be collected will be the Iready Standards Mastery every 4-6 weeks in ELA and Math.  Iready diagnostics for both reading and math will be given three times throughout the year (Beginning-August, Middle-January, and End-May).  Fifth grade science assessments will be collected every 3-4 weeks after each standard has been taught.  Monthly fifth and fourth grade writing prompts will be collected each month from November-April.

 

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

Our daily 30-minute intervention block providing remediation helps to ensure the fidelity of students who are not prgressing towards our school and district goals.  The use of research-based interventions for both ELA and Math.  Small group instruction, guided reading, and a balanced literacy progams in our ELA block helps to ensure this.  The use of the Iready program in school and at home to aide in closing achievement gaps that our students might have.  Students are also building math fluency through the use of Reflex Math.  Teachers also use the teacher-led activities located in the teacher toolbox portion of the Ready program.  Teachers also have high expectations for lower performing students.  The use of data chats and data-driven instruction helps to ensure the fidelity of students not progressing towards our school and district goals.  Students and teachers keep track of learning using learning goals and scales.  Our ESE support facilitators push in to classes and aide small group instruction.

 

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)?

We address the needs of all students. In intermediate we have a 1-1 ratio with computers to allow students access to curriculum. In addition, we provide targeted small group instruction in both reading and math to ensure that each child is receiving instruction on their level. We include an intervention block per grade level where students may walk to read to make sure their deficits are addressed. In the area of math, we are using small group and additional intervention for students that need support. We are using the I-Ready program to support students in reading and math in grades 2-5. In addition we are using Reflex math 1-5. We have added a new Phonics program that will be delivered for all students.in Kindergarten.

 

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

Administration and literacy coach conduct daily walkthroughs and provide targeted feedback.  Our literacy coach attends meetings on a weekly basis to provide feedback from walkthroughs.

 

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 school uses our Scholastic Book Room for all leveled readers.  We also use leveled books from the Journeys Basal.  Leveled Literacy Intervention (LLI) is used in grades 1 and 2 and the Phonics Word Study is used in Kindergarten.  Super QAR ( Question Answer Relationships), Soar to Success are both utilized for Intervention programs in grades 3-5.

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Small Group Instruction using the Guided Reading Model Classroom teachers/Reading Coach 5/19/2019 Professional Development N/A
All teachers will utilize Learning Goals and Scales to track progress. Classroom Teachers 5/19/2019 N/A N/A
Differentiate classroom instruction based on Formative Assessments data. Continue implementation of progress monitoring calendar to realign instruction based on students' needs and mastery of standard. Classroom Teachers 5/19/2019 PLC's N/A
Implementation of Academic Notebooks throughout Core Curriculum Areas with a focus on revising knowledge and tracking student progress. Classroom teachers 5/19/2019 PLC's N/A
Utilize Wylie's Warm-ups for Math Spiral Review Classroom Teachers 5/19/2019 N/A N/A
Utilize Iready Program Classroom teachers/Reading Coach/Administration 5/19/2019 PLC/Staff Development N/A
Utilize Iready Program Classroom teachers/Administration/Reading Coach 5/19/2019 PLC/Staff Development $15,000.00
Reflex Math for fluency Classroom teachers 5/19/2019 Professional Development as needed N/A
After school tutoring for ELA, Math, and for Grades 3-5 as well as ELL students. Principal/Assistant Principal/Reading Coach/Teachers 5/19/2019 N/A $3,000.00
Monthly PLCs focused on Standard-Based Instruction and progress monitoring of student data. Classroom teachers/Administration/Support Staff/Reading Coach 5/19/2019 PLC/Staff Development N/A
Utilize MYON to provide leveled texts to all students K-5. Classroom teacher/Reading Coach/Media Specialist 5/19/2019 N/A N/A
Monthly writing assessments aligned with the Florida Standards in grades 4 and 5, samples provided to administration for feedback and coaching. Classroom teachers/Reading Coach/Administration 5/19/2019 PLC's N/A
Utilize BAS system to evaluate K-5 Proficiency Classroom teacher/Reading Coach 5/19/2019 PLC/Staff Development N/A
30-minute Intervention Block using research-based strategies Classroom teachers/Reading Coach 5/19/2018 PLC/Staff Development N/A

BPIE Files

File Name Uploaded Date
BPIE-2015-2016.pdf 10/8/2018