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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

Virginia Shuman Young (3321)

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

3321 ELA PLC

Tuesday

1st

9/4/2018 - 5/7/2019

8:15 AM - 9:15 AM

Pre K

3321 ELA PLC

Tuesday

1st

9/4/2018 - 5/7/2019

8:15 AM - 9:15 AM

K, 1

3321 ELA PLC

Tuesday

1st

9/4/2018 - 5/7/2019

8:15 AM - 9:15 AM

2, 3

3321 ELA PLC

Tuesday

1st

9/4/2018 - 5/7/2019

8:15 AM - 9:15 AM

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

107

10.00

1.00

0.00

N/A

0.00

01

109

5.00

1.00

0.00

0.00

0.00

02

109

7.00

1.00

0.00

0.00

1.00

03

108

5.00

0.00

0.00

11.00

0.00

04

89

5.00

0.00

0.00

10.00

0.00

05

84

6.00

0.00

0.00

9.00

0.00

 

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

As part of small group or one-on-one instruction and our Positive Behavior Intervention Plans, the following intervention strategies are used to improve academic performance:
Journeys Write-In Reader
Phonics for Reading
Great Leaps
Primary Phonics
Touch Math
Fundations
Montessori Materials
Quick Reads

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Wednesday

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

9/26/2018 - 5/29/2019

9:40 AM - 3:00 PM

 

School Counseling Plan File

File Name Upload Date

VSY_School_Counseling_Plan.pdf

10/25/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

SEL-Action-Plan-2018-_VSY.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

VSY_SAF_BYLAWS_2019_2020.pdf

September

SAF ByLaws

9/19/2019

SAC_Sign_In_Sheets_05222019.pdf

May

None

5/23/2019

SAC_Agenda_Minutes_DRAFT_04172019.docx

April

Monitored

4/18/2019

SAC_Agenda_Minutes_02132019.docx

April

Monitored

4/18/2019

SAC_Agenda_Minutes_01162019.docx

April

Developed

4/18/2019

SAC_Sign_In_Sheets_04172019.pdf

April

Monitored

4/18/2019

SAC_Sign_In_Sheets_01162019.pdf

February

Developed

2/1/2019

SAC_Minutes_DRAFT__01162019.docx

February

Monitored

2/1/2019

Mid-Year-Reflection_2018-vsy.pdf

January

Monitored

1/31/2019

SAC_Sign_in_sheets_101018.pdf

October

None

12/12/2018

SAC_SAF_Sign_in_sheets_091218.pdf

December

None

12/12/2018

SAC_SAF_Sign_In_Sheets_12052018.pdf

December

None

12/11/2018

SAC_SAF_Sign_In_Sheets_12052018.pdf

December

None

12/11/2018

SAC_SAF_DRAFT_AGENDA_MINUTES_12052018.docx

December

A+ Funds

12/11/2018

SAC_Composition_Report_VSY_2018_19.pdf

November

None

11/20/2018

FINAL_SAC_AGENDA_MINUTES_09_12_2018.pdf

November

Developed

11/16/2018

DRAFT_SAC_AGENDA_MINUTES_09_12_2018.pdf

November

Developed

11/16/2018

VSY_APLUS_FUNDS_BALLOT_RESULTS.pdf

October

A+ Funds

11/16/2018

VSY_SAC_AGENDA_MINUTES_10_10_2018.pdf

October

Monitored

11/16/2018

SAC_SAF_Meeting_Schedule_2018_2019.docx

October

None

10/10/2018

SAC_ByLaws_2018_19.pdf

October

SAC ByLaws

10/10/2018

 


 

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 upon the results of the 2017 - 2018 Florida Standards Assessments, it was determined that only 59% of our 3rd, 4th and 5th grade students were proficient on the English Language Arts component of the FSA.  In comparison to our math data that showed that 70% of our students in grades 3rd, 4th and 5th were proficient in mathematics.  After conducted an analysis of this year's FSA data, it was determined that as a school our focus would be on English Language Arts for the 2018 - 2019 school year.    

 

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?

Best Practice #1 : A Focused and Authentic PLC

Best Practice #4 : Scaling up BEST Practices

 

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

Teachers will continue to participate in Professional Learning Communities aligned to the ELA Continuum and Montessori curriculum where BEST Practices will be shared to enhance the teaching of a balanced literacy program.

Teachers will create grade level Instructional Cycles to ensure that all standards are being met and assessed within a specific time frame.

Embeded high quality RtI Process will be scaled up by identifying student sin need through formative and summative assessments.  Identified students will receive a systematic intervention program monitored by the RtI facilitator.

 

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

PLCs collect data monthly in accordance with the standard(s) all teachers are discussing and assessing.  The Instructional Cycles also contain due dates for collection of summative and formative results, so all students data can be analyzed and strengths and weaknesses can be located and addressed.

RtI Meetings take place each week and collection of data takes place at that time.  Data is discussed and analyzed by all members of the RtI team.

 

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

VSY support staff, coaches, and administration all provide additional support for students in the lowest quartile.  Afterschool academic camps addressings both ELA and Math will start in November for all students identified as needing assistance.

 

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)?

School staff has already had a professional development training on Universal Designs for Learning (UDL) this year.  It is the expectation that teachers at VSY teach students at a level they can understand using classroom resources as well as Montessori methods and materials to address student needs.

 

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

Administrators monitor classroom instruction through observation and data collected the the iObservation tool.

 

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?

Classrooms are print-rich environments.  Teachers utilize a variety of material to instruct literacy.  Guided reading groups take place with leveled readers or Journeys, as well as books from the classroom libraries.  Primary grades also use Montessori materials for phonics instruction as well as letter recognition.  Teachers in the intermediate grades use Phonics for Reading for intervention as well as the Journeys Tool Kit and Fundations.  In the upper elementary grades, classes utilize Document Based Questioning (DBQ) for informational text.  

 

Please complete this section based on 2018-2019 end-of-year results.
Instructional Implications: Discuss the success of specific strategies/activities and provide a rationale as to why those academic improvements occurred as a result of those strategies.

Overall reading proficiency increased from 78% to 79%.  Breaking it down by grade levels:

  • 3rd grade reading proficiency dropped from  76% to 74%  
  • 4th grade reading proficiency increased from 79% to 80%
  • 5th grade reading proficiency increased from 79% to 83%.
A further breakdown and analysis of school data show the learning gains for our lowest quartile students increased dramatically in ELA.  Our learning gains for lowest quartile students increased from 42% to 64%!
This dramatic increase in ELA proficiency in our lowest quartile students, had a dramatic effect on our school ranking within the district in this category.  In the category showing ELA Learning Gains for Lowest Quartile students, our school went from being ranked 103rd in the district last year, to now being ranked 25th in the district!

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
After school academic camps in both ELA and Math provide a small-group learning environment focusing on remediation of standards. Administration and teachers 5/31/2019 PLC Kick-Off, Leadership team reviewing expectations, team planning School Accountability Funds

BPIE Files

File Name Uploaded Date
BPIE_Self_Assessment.pdf 10/19/2018