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

Eagle Ridge ES (3441)

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

Grade Level PLC's

Tuesday

1st, 3rd

8/21/2018 - 5/14/2019

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: 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

163

9.20

0.00

0.00

12.30

2.50

01

123

7.30

0.80

0.00

13.80

1.60

02

141

8.50

0.00

0.00

8.50

0.70

03

153

6.50

0.00

0.00

9.20

1.30

04

147

10.20

0.70

0.00

12.20

2.00

05

146

6.80

0.00

0.00

13.00

1.40

 

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

Based on the results of the progressing monitoring assessments (Benchmark Assessment System and Go Math Chapter Assessments) for grades K-5, we have implemented the following interventions for Math and Reading:
Teachers utilize Wilson Fundations (K-2), Guided Intensive Skill Instruction within small groups,Achieve 3000, NewsELA, Words Their Way booklets, Performance Coach Workbooks in small groups, Journey's Write-In readers, Journey's Literacy Tool Kit, Great Leaps, Phonics for Reading (K-3), Quick Reads, Touch Math, Virtual Manipulatives, Hands-On Lessons, Digital Tools Lessons,  and Moving with Math.

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Thursday

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

9/6/2018 - 5/20/2019

11:30 AM - 3:00 PM

 

School Counseling Plan File

File Name Upload Date

final-SEL-plan.docx

9/20/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

final-SEL-plan.docx

9/20/2018

 


 

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

SAC-composition-FINAL-FINAL.pdf

October

Developed

11/5/2018

SAC-A-plus-Meeting-10_15_18.pdf

October

A+ Funds

10/24/2018

SAF-min.-9_17_18.docx

September

None

10/10/2018

SAF-Agenda-9_17_18.docx

September

None

10/10/2018

Updated-SAC-composition.pdf

September

Monitored

9/28/2018

SAC-Agenda-9_17_18.pdf

September

Monitored

9/28/2018

SAF-8_27_18.pdf

August

None

9/21/2018

SAC-Composition-18_19.pdf

August

Developed

9/13/2018

SAC-By-Laws-2018-2019.pdf

August

SAC ByLaws

9/13/2018

SAC-Dates-for-2018-19.docx

August

Developed

9/13/2018

2018MaySACMinutes-updated.pdf

August

Developed

9/8/2018

SAC-Agenda-8_27_18.pdf

August

Developed

9/8/2018

 


 

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?

Our school faculty ensures that we are using Florida Standards, by creating lesson plans utilizing team planning.  Our Administrators ensure that teachers are using the Florida Standards in their grade level, by using IObservation to observe the lessons the teachers are teaching.  Our Leadership and Support staff ensure that students are learning the Standards by monitoring the BAS scores, and other progress monitoring assessments.

 

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?

Informational Text is used in our classrooms by utilizing the over 7000 Nonfiction books in our Media Center.  They use trade books that are in our Reading Resource room.  Students have access to Scholastic Magazines. Broward County has purchased NewsELA and Tumblebooks to enhance Nonfiction Instruction.  We also purchased Achieve 3000 to use with all of our students.

 

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

According to our 2016-17 FSA results, 76% of students in grades 3-5 scored at or above level 3 in English Language Arts. 56% in the lowest 25%ile had reading gains as demonstrated by the 2016-17 FSA results. According to our 2016-17 FSA result Eagle Ridge Elementary scored 3rd in our SES band in learning gains for our lowest quartile in ELA with 56% showing learning gains. We chose ELA fas our target for the 2017-18 to further increase our learning gains for our lowest quartile.

 

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

Students in our lowest quartile are also many of our Students with Disabilities, therefore we plan to target the SWD subgroub and scale up the instructional practices delivered by ESE resource teacher. The ESE specialist and Literacy Coach will work with the ESE inclusion teachers and ESE resource teachers to implement research based intervention resources to ensure significant progress within our SWD population. Progress monitoring meetings and data chats will be conducted quarterly on our lowest 25% in addition to our data chats for all Gen-Ed students.

 

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

The literacy caoch and assistant principal meet with each grade level to help develop and implement a Insturctional Focus Plan that is aligned with the scope and sequence of the FSA standards in ELA, Math, and Science. Teachers are part of School Improvement Committees that meet quarterly and monitor the progress towards the school and district goals based on action steps and data.

 

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)?

The teachers are trained on UDL annually and given multiple templates for lesson planning that include different approaches to teaching and learning.

 

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

The Literacy Coach and Assistant Principal review and monitor Common Formative Assessments for each curriculum area quarterly to ensure that at least 80% of the grade level is responding to Tier 1 classroom instruction. The Collaborative Problem Solving Team reviews the Tier 1 data as we progress through the Muti-Tiered System of Support model.

 

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?

K-2- Core Program is Journey's Textbooks; Supplemental Programs: leveled readers, big books, decodable books, Scholastic News and Science Spin Weekly and classroom libraries sorted by Genre and Level; SmartyAnts.com
K-2 Intervention: Wilson Fundations/ Wilson Reading, Words Their Way, and Additional leveled readers and books based on Author, Genre, Topics and Mentor texts are available in our Reading Resource Room.
3-5- Core Program Journey's Textbook. Supplemental Programs: Leveled Readers, Classroom Libraries sorted by Genre, Topic, and Level, Science A-Z, Scholastic News and Science Spin Weekly, readworks.org, NewsELA.com, and Achieve3000.
3-5 Intervention: Visualizing and Verbalizing, Wilson Reading, Phonics for Reading,

 

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

Eagle Ridge Elementary integrates Social Emotional Learning into our School Wide Positive Behavior Plan, teachers teach explicit lessons that incorporate SEL skills the first 2 weeks of school and keep a lesson plan log. Lessons are reviewed and reinforced quarterly. We also participate in "No Place for Hate" program annually with 3 school-wide intiatives. We are the only elementary in Broward County to be a "No Place for Hate" school 5 years in a row as determined by the Anti-Defimation League of South Florida.

 

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

SEL Competenceies are taught through a series of lesson plans that include role-playing, brainstorming sessions, and reading literature aligned with the competencies.

 

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

We support social emotional learning by implementing a school-wide recycling club, safety patrol, Anti-bullying allies, conflcit mediator club, Special Olympics, Play-Pals club where non-disabled peers and paried up with disabled peers for recess times. Eagle Ridge is also a highly inclusive school, where students with disabilites are inlcuded into the general education setting as much as possible during the school day and helps to develop tolerace and appreactiaion for uniqueness in others. 

 

BPIE Files

File Name Uploaded Date
BPIE2018.pdf 11/13/2018