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

Palm Cove ES (3311)

School Year

2018 - 2019

School Grade
(2017 - 2018)

C

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

Palm Cove Elementary Curriculum Talks

Tuesday
Wednesday
Thursday

2nd, 3rd, 4th, 5th

8/15/2018 - 6/3/2019

2:15 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: 8/7/2019)

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

100

23.00

2.00

0.00

N/A

2.00

01

106

10.40

0.90

0.00

N/A

0.90

02

105

10.50

1.90

0.00

N/A

0.00

03

122

13.90

0.00

0.00

27.80

10.70

04

129

14.70

0.00

0.00

30.80

12.40

05

118

11.90

0.80

0.00

42.10

8.50

 

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

Students are identified through the RTI process in all academic areas. Teacher are using the BAS to monitor literacy skills. Teacher Created assessments are given weekly to assess standards taught in the classroom. Summative assessment are given after each unit of study to asses a group of standards. Interventions are put into place based on the results of the assessments. Small groups in the classroom and pull out groups by support staff are also based on assessment results. 

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Friday

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

9/21/2018 - 5/31/2019

8:00 AM - 3:00 PM

 

School Counseling Plan File

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

3311_11262018_PCE_SEL_Action-Plan-2018_Update.pdf

1/28/2019

SEL-Plan-2018-19-PCE.pdf

1/18/2019

 


 

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.

 

Evidence/Artifacts

Standards and Indicators

File Name

Standards & Indicator

Upload Date

SurveysReportStaff.pdf

10/9/2018

SurveysReportStudents.pdf

10/9/2018

SurveysReportParents.pdf

10/9/2018

 

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

February-SAC.pdf

May

None

5/31/2019

April-SAC.pdf

April

Monitored

4/26/2019

March-SAC-Meeting.pdf

April

Monitored

4/26/2019

January-2019.pdf

February

Monitored

2/5/2019

3311_10222018_SAF-meeting-dates-(1).pdf

January

None

1/28/2019

MID-YEAR-REFLECTION-2018-19.pdf

January

Monitored

1/23/2019

SAC-Meeting-Dates-2018-19.pdf

October

Developed

1/18/2019

SAF-By-Laws-PDF-Palm-Cove.pdf

October

SAF ByLaws

1/18/2019

November-SAC.pdf

November

None

12/12/2018

Palm-Cove-SAC-Membership.pdf

October

None

10/26/2018

October.pdf

October

Monitored

10/25/2018

SAC-ByLaws.pdf

October

SAC ByLaws

10/22/2018

September.pdf

October

SAC ByLaws

10/19/2018

 


 

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?

Each grade level follows a curriculum guide and map that is created by the Team Leaders and the Instructional Coaches. It is based on the grade level Florida Standards and modified to accommodate the needs of the students in that grade level. County adopted standards based materials are used to teach the standards in each curriculum area. Each week, the teams create standards based assessments to ensure students are mastering the standard taught with 70% or higher accuracy. Additionally, end of unit summative are created by the Instructional Coaches that align with the standards taught in the classroom. Lastly, teacher lesson plans are collected by Administration on a regular basis to ensure standards are being taught and documented.

 

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?

Students be assessed weekly on a standard that was taught throughout the week. Teachers will form small ELA and Math groups based on the results of  the assessment. Students will be retaught within these groups on standard that they are deficit. Students that scored 70% or above will engage in enrichment activities. Summative assessments will be given at the end of a unit. Data from the summative assessments will be evaluated at data chats with Instructional Coaches and Administration.

 

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

This best practice will be scaled up by teachers participating in weekly Curriculum Talks that focus on the data that is collected from students each week from Teacher Created Assessments and from the I Ready Program. Students who are not performing at 70% or above will be placed into small groups to be retaught standards. Data will also be analyzed from Summative assessments, BAS, BSA, and I Ready in quarterly Data Chats with Administration and the Instructional Coaches. I Ready Diagnostic Assessments will be given three times a year and students will work on standards based pathways for a minium of 45 minutes each week in ELA and Math. The Instructional Coaches and RTI Facilitator will pull out small groups of students for additional support of retention students and the lowest 25%.

 

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

Students be assessed weekly on a standard that was taught throughout the week. Teachers will form small ELA and Math groups based on the results of  the assessment. Students will be retaught within these groups on standard that they are deficit. Students that scored 70% or above will engage in enrichment activities. Summative assessments will be given at the end of a unit. Data from the summative assessments will be evaluated at data chats with Instructional Coaches and Administration. The BAS or Benchmark Assessment System is administered three times a year and the data is analyzed to form small groups and curriculum throughout the school year. The students also work on the computer based iReady program. A diagnostic test is administered three times a year and a personal work pathway is formed. The data from the assessments is analyzed during student and teacher data chats.

 

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

The school ensure the fidelity of students not progressing towards school and district goals in many ways. First, students are placed on a PMP and parents are informed through parent teacher conferences. Next, data is collected by the classroom teacher and placed into the RTI/MTSS program. Interventions within the classroom are put into place and implemented with fidelity. Student data is closely monitored through student and teacher quarterly data chats.

 

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)?

Our school ensures that all classroom instruction is being implemented properly and effectively in accordance with the UDL. Classroom teachers are provided with a standards based curriculum map to drive instruction and team planning. Instructional coaches and administration are present at each team meeting and PLC to ensure that data and curriculum is data driven. During the school day, administration and instructional coaches are present in the classrooms to monitor and assist teachers with small gorps and implementation of the curriculum. Lastly, each classroom is set up and maintained based on the classroom rubric that is updated based on the Balanced Literacy approach to teaching. Teachers are identified who are ESE and Gifted certified and students who have an IEP or 504 plan are identified by the ESE Specialist to ensure that accommodations are being implemented with fidelity in the classrooms.

 

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

Our school ensures that Tier 1 standards based classroom instruction is being implemented properly and effectively in each classroom. Classroom teachers are provided with a standards based curriculum map to drive instruction and team planning. Instructional coaches and administration are present at each team meeting and PLC to ensure that data and curriculum is data driven. During the school day, administration and instructional coaches are present in the classrooms to monitor and assist teachers with small gorps and implementation of the curriculum. Lastly, each classroom is set up and maintained based on the classroom rubric that is updated based on the Balanced Literacy approach to teaching.

 

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?

Our school uses the core curriculum materials provided by the county. For the ELA curriculum, Journeys is the core curriculum. Additional supplemental materials used are Ready Books, Ready Toolbox, and  iReady computer based program, Scholastic Book Room Guided Reading Materials, and Scholastic Social Studies Materials. Intervention materials include Wilson Fundations, LLI, Phonics for Reading, and the toolkit and write in readers provided through the Journeys program. Each classroom has a library with both fiction and non fiction books organized by BAS levels.

 

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 implements the Social and Emotional Learning Standards in several ways during the school day. First, each classroom teacher ensures that they are implementing the standards for a safe and positive learning environment for the students. Our school has a character trait program that includes monthly character assemblies, students of the week based on character traits, awards assemblies, and positive behavior plans in each classroom. Our school has a peer mentoring program in place and utilizes the county social worker and psychologist for students and families in need. We have monthly family nights to encourage positive interactions between the school and parents and to inform parents of community assistance programs.

 

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

The five competencies of the SEL program are integrated into character trait lessons that are incorporated into each Friday and promote positive interactions between students and teachers. The components are also integrated into our school wide positive behavior plan and incentive programs. The components are integrated into the specials curriculum as well.

 

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

Our school implements the Social and Emotional Learning Standards in several ways during the school day. First, each classroom teacher ensures that they are implementing the standards for a safe and positive learning environment for the students. Our school has a character trait program that includes monthly character assemblies, students of the week based on character traits, awards assemblies, and positive behavior plans in each classroom. Our school has a peer mentoring program in place and utilizes the county social worker and psychologist for students and families in need. We have monthly family nights to encourage positive interactions between the school and parents and to inform parents of community assistance programs.

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Palm Cove is using our Accountability dollars for substitute teachers in order to create opportunities for teachers and staff to attend District trainings to support our SIP goals and increase student acheivement. Administration and Instructional Coaches 6/3/2019 PLC's will be held in team curriculum talks the last two weeks of each month and monthly teacher trainings will be conduted. $11,000.00
Palm Cove is using our Accountability dollars for substitute teachers in order to create opportunities for teachers and staff to attend District trainings to support our SIP goals and increase student acheivement. Administration and Instructional Coaches 6/3/2019 PLC's will be held in team curriculum talks the last two weeks of each month and monthly teacher trainings will be conduted. $11,000.00

BPIE Files

File Name Uploaded Date
BPIE_2018.pdf 11/9/2018
BPIE_2015-16.pdf 10/25/2018