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

Silver Lakes ES (3371)

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

Fourth Grade

Tuesday

2nd, 3rd, 4th

9/12/2018 - 5/22/2019

2:10 PM - 2:50 PM

4

Fifth Grade

Tuesday

2nd, 3rd, 4th

9/12/2018 - 5/22/2019

2:10 PM - 2:50 PM

5

Second Grade

Tuesday

2nd, 3rd, 4th

9/12/2018 - 5/22/2019

2:10 PM - 2:50 PM

2

Third Grade

Tuesday

2nd, 3rd, 4th

9/12/2018 - 5/22/2019

2:10 PM - 2:50 PM

3

First Grade

Tuesday

2nd, 3rd, 4th

9/12/2018 - 5/22/2019

2:10 PM - 2:50 PM

1

Kindergarten

Tuesday

2nd, 3rd, 4th

9/12/2018 - 5/22/2019

2:10 PM - 2:50 PM

Pre K, 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

58

14.00

0.00

0.00

N/A

1.00

01

82

8.00

1.00

0.00

0.00

2.00

02

70

6.00

0.00

0.00

0.00

2.00

03

78

8.00

1.00

0.00

9.00

3.00

04

87

10.00

0.00

0.00

15.00

0.00

05

85

10.00

2.00

0.00

20.00

1.00

 

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

RtI is implemented as a leveled or tiered approach to instructional delivery that includes interventions of increasingly higher intensity that are based on students needs. Assessment data gathered during Data Chats and PLC's provides the evidence of student learning, and based on this information, decisions are made about the most appropriate instruction, including interventions, that will help a student learn. Bi-monthly RtI meetings are scheduled to address teacher concerns.  Progress monitoring of intervention effectiveness and ongoing teacher support is provided by CPS team members.

In addition to ongoing data collection practices and communication with teachers regarding student progress during monthly data chat meetings, our school implements a variety of mentoring programs to assist students identified by the early warning system. These programs include Teachers as Mentors  (teachers mentoring students), Flamingo Friends (peer mentoring with cluster students), and BEST Lunch (lunch time with a support staff member). 

Teacher interventions/strategies during instructional time
 include: 
*  Small group instruction
*  Scaffolding
* Activating Prior Knowledge
*  Modeling/Demonstration
*  Performance Feedback
*  Progress Monitoring
*  Peer/Buddy Tutor
*  Center Activities
*  Cooperative/Collaborative Groups
*  Flexible Skill Groups
*  Graphic Organizers/Thinking Maps
*  Technology
Additional academic support is offered to struggling students by facilitating pull out and push in programs in addition to Targeted academic enrichment camps.

Attendance concerns also follow a three tiered approach (see description below).  Each tier calls for a different level of intensity that is based on student need. This includes collaboration with teachers, guidance, administration, and school social worker.

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Tuesday

1st, 3rd

9/18/2018 - 4/30/2019

8:30 AM - 2:50 PM

 

School Counseling Plan File

File Name Upload Date

AGP2018-19.pdf

10/18/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

SEL-Action-Plan-2018-19.docx

11/19/2018

SEL.docx

9/26/2018

 


 

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

337_SACMeetingNotes_02233019.pdf

May

Monitored

5/15/2019

3371_SAC_Agenda03142019.docx

May

Monitored

5/15/2019

3371_SAC_Agenda02282019.docx

May

Monitored

5/15/2019

3371_SAC_Agenda05022019.docx

May

Monitored

5/15/2019

337_SACMeetingNotes_03142019.docx

May

Monitored

5/15/2019

337_SACMeetingNotes_05022019.docx

May

Monitored

5/15/2019

3371_Attendance050219.pdf

May

Monitored

5/15/2019

3371_Attendance031419.pdf

May

Monitored

5/15/2019

3371_Attendance022319.pdf

May

Monitored

5/15/2019

3371_SAC_Attendance11282018.pdf

November

Monitored

1/31/2019

3371_SAC_Attendance10242018.pdf

October

Monitored

1/31/2019

3371_SAC_Attendance012319.pdf

January

Monitored

1/31/2019

3371_SAC_Agenda01232019.docx

January

Monitored

1/31/2019

337_SACMeetingNotes_01232019.docx

January

Monitored

1/31/2019

SAF-Bylaw-2018-19-Silver-Lakes-Elementary.pdf

January

SAF ByLaws

1/31/2019

MID-YEAR-REFLECTION-FORM-2019.pdf

January

None

1/31/2019

3371_SAF_Agenda092618.docx

December

Monitored

12/13/2018

3371_SAC_Agenda11282018.docx

November

Developed

11/29/2018

337_SACMeetingNotes_11.28.docx

November

Developed

11/29/2018

337_SACMeetingNotes102418.docx

October

Developed

11/29/2018

SAFSignIn9_26_18.pdf

November

None

11/6/2018

SACByLaws2018-19.pdf

October

SAC ByLaws

10/25/2018

SAC-composition2018-19.PNG

October

Monitored

10/23/2018

3371_SAC_Agenda10242018-(3).docx

October

Monitored

10/22/2018

SAC-Meeting-Dates-2018-19.docx

October

Monitored

10/22/2018

3371_SACattendance09262018.pdf

October

Monitored

10/22/2018

337_SACMeetingNotes_09262018.docx

September

Monitored

9/27/2018

3371_SAC_Agenda09262018.docx

September

Monitored

9/27/2018

 


 

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 SES Band Data, our area of focus will be lower quartile mathematics due to significant drop in lower quartile learning gaines from 16/17 - 17/18.

By May 2019, 68% of lowest quartile mathematics students in grades 4 and 5 will meet their typical growth target.  Baseline:  For 2017-2018, 57% of these students met their target growth goal.

 

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 Focused and Authentic PLCs
Collaboration between instructional coaches and classroom teachers to offer support and modeling of best instructional practices.  Instructional coaches meet monthly with classroom teachers to facilitate PLC meetings to address mathematics, reading and science. Student data is evaluated and instruction is targeted to meet individual student needs.

 

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

Collaboration between instructional coaches and classroom teachers to offer support and modeling of best instructional practices.  Instructional coaches meet monthly with classroom teachers to facilitate PLC meetings to address mathematics, reading and science. Student data is evaluated and instruction is targeted to meet individual student needs.

 

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

iready data is collected three times a year (beginnig of the year diagnostic, mid year, and end of year). 
Growth monitoring assessments are also schedule to gauge student ongoing progress in math and ELA. 
Science assessements 5th grade (beg.middle end) in addition to mini-benchmarks throught the year (Grade 2-5)
Go Math chapter tests
Journeys weekly assessments (e.g.cold reads)
6 Brain Battle assessment and 3 diagnostic assessments (reading)
Benchmark assessment ( three times a year)
Monthly writing prompts 

 

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

Student progress is being monitored and discussed during PLC meetings with individual grade levels and instructional coaches, RtI meetings and Data Chat meetings.

Individual student data/goal setting folders

 

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)?

Classroom teachers attend to studetns' different learning styles by implementing Universal Designs for Learning for effective instruction:
Posted lesson goals
Assignment options
Flexible work spaces
Ongoing feedback to students
Variety of materials (audio, visual, manipulatives, digital text)
Small group instruction (math/reading)
variey of activities in learning centers

**Administration visits classroom formally and informally to ensure UDL is implemented and best instructional practices are used in daily teaching.

 

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

Reading coach works collaboratively will classroom teachers to offer support and guidance through modeling, coaching, and ongoing professional development opportunities.
Classroom teachers attend distict professinal develoment workshops such as Balanced Literacy, Guided Reading, etc.
Ongoing administration observation in classrooms
Data Chat/PLC meetings to gather student data and ensure instructional focus calendar is followed

 

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?

Core instruction: Journeys, Leveled Readers
Supplemental: iready performance coach, iready support coach, LAFS Ready books
Intervention: LLI, Phonics for Reading, Super QAR, iready Tool Box, Scholastics non fiction instructional cards (aligned with BAS)

 

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

***See SEL plan
Each month students participate in week long activities that are aligned with SEL goals and standards such as Gratitude Week , Friendship  Week, Leadership Week and others.

 

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

Each month students participate in week long activities that are aligned with SEL goals and standards such as Gratitude Week , Friendship  Week, Leadership Week and others.
Classroom teachers faciliate specific lessons using research based curriculum that address the five competencies of Social Emotional Learning. Additionally, school wide events and activities throughtout the year support the competency on an on going basis.

 

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

**See attached SEL plan

Caugh Being Good Program
Kids of Character
School -based mentoring program
Monthly school wide initiative (e.g. Peace Week)
Zone of Regulation support groups
Sanford Harmony curriculum Grades PK-2

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Tutoring Camps - Before/After School Coaches 4/30/2019 None $2,070.00

BPIE Files

File Name Uploaded Date
BPIE_SLE_Aug2018.pdf 9/12/2018