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

Embassy Creek Elementary School (3191)

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

3191 SCI 5

Tuesday

1st, 3rd

9/11/2018 - 5/7/2019

2:00 PM - 3:00 PM

5

3191 SCI 4

Tuesday

1st, 3rd

9/11/2018 - 5/7/2019

2:00 PM - 3:00 PM

4

3191 ELA 3

Tuesday

1st, 3rd

9/11/2018 - 5/7/2019

2:00 PM - 3:00 PM

3

3191 ELA 2

Tuesday

1st, 3rd

9/11/2018 - 5/7/2019

2:00 PM - 3:00 PM

2

3191 ELA 1

Tuesday

1st, 3rd

9/11/2018 - 5/7/2019

2:00 PM - 3:00 PM

1

3191 ELA K

Tuesday

1st, 3rd

9/11/2018 - 5/7/2019

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: 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

186

1.60

0.00

0.00

5.90

1.10

01

185

4.90

0.00

0.00

11.40

1.10

02

199

5.00

0.00

0.00

10.60

1.00

03

203

5.90

0.00

0.00

5.90

0.50

04

262

5.70

0.00

0.00

11.10

1.90

05

208

5.30

0.00

0.00

8.20

1.00

 

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

For Reading Interventions, specifically, phonemic awareness and phonicsWilson Fundations, 
Wilson Reading, Great Leaps, Just Words, Road to the Code will be used.

For Fluency interventions, Great Leaps and Quick Reads will be used. Students will also get leveled weekly fluency to practice at home. 

For Oral Language Interventions, Visual & Verbalizing groups will be implemented. 

For Comprehension interventions, we will be using Soar to Success, QAR, Journey's Tool Kit, and I-Ready LAFS

The following All-Encompassing Programs will be used for Reading Interventions: L.L.I, Literacy Tool Kit, I-Ready. 

For Math Interventions the following programs will be used: Touch Math, Moving With Math, Go Math Strategic & Intensive Interventions and
I-Ready, Reflex Math

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Wednesday

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

9/5/2018 - 5/29/2019

8:00 AM - 2:00 PM

 

School Counseling Plan File

File Name Upload Date

Guidance-Plan-(1).pdf

10/18/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

SEL-Action-Plan-2018.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

SchoolPerformanceProjections_August2018.doc

September

None

11/2/2018

SAC-Com.-sign-in-sheet-Sept.-20--2018.pdf

September

A+ Funds

11/2/2018

SAC-Guest-sing-in-sheet-Sept.-20--2018.pdf

September

A+ Funds

11/2/2018

SAC-Agenda-September-20--2018.pdf

September

A+ Funds

11/2/2018

SACByLaws20182019.pdf

October

SAC ByLaws

10/25/2018

SAC-Meeting-Dates.docx

October

Developed

10/16/2018

 


 

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?

According to 2018, 81% of our students in third through fifth grade were proficient in the Reading FSA. This is a three percent increase from our previous 2017 Reading FSA proficiency. Embassy Creek is currently using a blended learning model to increase Reading score in grades 3-5, as well as implementing i-Ready as an interventions program from all grades. In addition, we will be scaling up our practice by providing training and enforcing Balanced Literacy in all grades in paticular interactive read aloud, shared reading.

According to 2018, 84% of our students in third through fifth grade were proficient in the MATH FSA. This is five percent increase from the previous 2017 MATH FSA proficiency.  ECE is currently using Reflex Math (Grades 2-5) as a fluency tool for all classes 2-5 as well as implementing I-Ready Math for all grade levels. 

 

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?

Fundations in all K-1 Classes
Pre- Mid- Post Diagnostics in i-Ready
Leveled Non-Fiction and Fiction Literacy Interventions

Team-created Instructional Focus Calendar
Comprehension QAR Strategies 
REFLEX Math

 

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

Last year we focused on guided reading as part of Balanced Literacy.
This year our Balanced Literacy focus will be on Interactive Read Alouds for our first semester and Shared Reading for our second semester. 

 

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

School level progress monitoring data that is collected is the Benchmark Assessment System (BAS) data. It is collected three times a year in November, February and May.
I-Ready's Reading and Math Diagnsotics which is also collected three times a year in October, January and May.
Broward Student Assessment (BSA) for third-fifth grade students in January. 

 

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

In response to the I-Ready Diagnostics, teachers will meet with their grade level teams to identify the students that need interventions.
Administrative team will meet with grade levels for Quartely data chats to identify and discuss student weaknesses. 
Students that meet the progress monitoring plan criteria will be put on the plan and interventions will be put in place to meet the need of the student.

 

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 are effectively instructing a diverse group of learners by applying the three UDL principals (listed below):

Engagement: Teachers are using multiple ways to motivate their students by providing them choices for how to grasp new concepts, as well as choices on tools and strategies they can use to interact with new content.
Representation: Teachers are providing text, audio, video and hands-on learning to give all students a chance to access the material in whichever way is best suited to their learning strengths. 
Action and Expression: Teachers are giving students more than one way to interact with the material and show what they’ve learned.




 

 

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

Teachers are participating in Professional Learning Communities (PLC) twice a month as well as Team Meetings to plan. We are also seeing a decrease in Tier 2 and 3 academic interventions which support that the Tier 1 strategies are being implemented properly and effectlively within the academic setting. 
 

 

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?

Teachers are using a wide variety of text within the classroom for core, supplemental, and intervention programs. 
Kindergarten through Second Grade- Journeys, Fundations, Just Words, Phonics for Reading, Accessible Literacy Learning, Great Leaps, Leveled Literacy Intervention (LLI), Visualizing and Verbalizing, Write-In Reader (Grades 1-2), Reading Tool kit
Third Grade- Journeys, Keystones, Soar to Success, Phonics for Reading, Great Leaps, Visualizing and Verbalizing, Write-In Reader, Reading Tool kit 
Fifth Grade- Journeys, DBQ, Rewards, Soar to Success, Great Leaps, Just Words, Visualizing and Verbalizing, Write-In Reader, Literacy Tool kit

The school ensures students have access to a balance of literary and informaional text in a variety of mediums by providing classroom teachers have a wide variety leveled texts within the classroom. The school also has a resource room with supplemental and intervention resources available for teachers. 

 

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

Our school focuses on creating an inclusive environment where all students feel supported, engaged and connected. Some of the programs our school implementst to ensure students are developing social and emotional skills are: Project Wisdom, Social Thinking, Zone of Regulation, Say Hello, Peace Week, Red Ribbon Week, No One Eats Alone, Mentoring, Digital Citizenship Week.

 

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

Below are 5 compentencies of Social Emotional Learning that are being implemented school wide:
Self Awareness- Teachers incorporate social emotional themes in their read alouds that focus on recognizing feelings and emotions.
Self Management- Future Focus Fridays is  when students are given brief amount of time to establish goals, reflect on pass goals, rework established goals and/or set new goals.
Social Awareness- The SEL program integrated through the curriculum are- social thinking, zones of regulations, mentoring, Start with Hello curriculum and individual counseling. Teachers incorporate learning gains within the classroom setting. 
Relationship Skills- Project Wisdom presentations occur twice a week on the morning announcements
Responsible Decision Making- Teachers use anchor charts within the classroom to focus on resloving conflicts and making good choices.

 

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

Our school incorporates the practice of Social Emotional Learning on a daily basis by implementing the 5 competencies throughout the school year.
 

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Reflex Math Implementaion Classroom teachers 5/30/2019 n/a $3,295.00
I-Ready Implementation and Professional Development Instructional staff 5/20/2019 I-Ready Implementation (October and January) $2,000.00
Balanced Literacy and Blended Learning Models will be implemented in classroom instruction. IREADY will be used throughout all grade levels as an intervention tool with personalized instruction based on each students' needs. Literacy Coach 6/4/2019 All teachers will attend a PD on IREADY, Blended Learning and Balanced Literacy.
I-Ready Implementation and Professional Development Classroom Teachers, Literacy Coach 6/4/2019 I-Ready Implementation $2,000.00

BPIE Files

File Name Uploaded Date
3191_BPIE-_2015_2016.pdf 10/21/2018