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

Tradewinds ES (3481)

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

Tradewinds

Wednesday

2nd

8/10/2018 - 4/10/2019

2:00 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

203

18.70

0.50

0.00

24.60

8.40

01

198

17.20

0.00

0.00

23.20

8.10

02

212

9.40

0.00

0.00

27.40

1.90

03

227

12.30

0.40

0.00

18.90

1.80

04

247

11.30

0.80

0.00

18.60

2.80

05

246

10.60

0.40

0.00

15.90

4.10

 

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

At Tradewinds, students are monitored in reading by the BAS assessment at a minimum of 3 times a year in grades K-3 and struggling students in grades 4-5.  Interim reports are another tool that we use to inform parents of their child's progress.  In the event a student earns a 2 letter grades below what is reported on the previous report card, then a conference is held with parents and this change is also documented with an interim report.  Math progress is monitored by Go Math assessments that correllate to the grade-level standards.  Writing progress is monitored by monthly demand writing days, where teachers will evaluate their student writing samples using the state 10-point writring rubric.  All of these assessement data points will be kept a data binder and will be used in conversation with support staff during data chats.

Instructional and intervention materials used at our school include those reflected on the struggling reading and math chart, i-Ready, Ready LAFS and MAFS, Go Math, Journeys, and interdisciplinary texts for interactive read alouds and shared reading.

When students are falling below grade level, a PMP will be generated and teachers will begin to implement Tier 1 strategies in BASIS and touch base with a Case Manager on the RTI team.  This Case Manger will guide the teacher through implementing proper interventions and progress monitoring tools with fidelity through the RTI process.

Staff will be trained in UDL principles and differentiated instruction for all students as related to fair grading practices for students with disabilities.

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Thursday

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

8/23/2018 - 5/30/2019

8:00 AM - 2:00 PM

 

School Counseling Plan File

File Name Upload Date

Tradewinds----School-Counseling-Plan.pdf

9/18/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

Tradewinds-3481-SEL-Action-Plan-2018.docx

10/26/2018

 


 

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

2018-19-SAC-Composition-Report-2.pdf

November

None

11/2/2018

18-19-SAF-Bylaws.docx

October

SAF ByLaws

10/25/2018

18-19-SAC-ByLaws.pdf

October

SAC ByLaws

10/25/2018

2018-19-SAC-Composition-Report.pdf

October

None

10/25/2018

18-19-SAC-&-SAF-Meeting-Dates.pdf

October

None

10/12/2018

18-19-Oct-Sign-In.pdf

October

Monitored

10/11/2018

18-19-Sept-Sign-In.pdf

October

SAC ByLaws

10/11/2018

18-19-SAC-&-SAF-Agenda-October.pdf

October

Monitored

10/11/2018

18-19-SAF-Minutes-September.pdf

October

None

10/11/2018

18-19-SAC-Minutes-September.pdf

October

SAC ByLaws

10/11/2018

18-19-SAC-&-SAF-Agenda-September.pdf

October

SAC ByLaws

10/11/2018

 


 

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?

Tradewinds Elementary School achieved a "B" rating during the 2017-2018 school year.  In effort to focus on continuous improvement and learning gains for all children, we have identified areas of focus that will ensure that we meet the needs of all students and training needs of staff.

By June 2019, 70% of Kindergarten through Grade 2 students will demonstrate proficiency as measured by the Benchmark Assessment System AP#3 and 68% of grade 3-5 students as measured by the FSA English Language Arts Assessment.
By June 2019, 63% of all FTE-eligible grade 3-5 students will demonstrate a learning gain as measured by the FSA English Language Arts Assessment.
By June 2019, 72% of all FTE-eligible grade 3-5 students will demonstrate a learning gain as measured by the FSA Mathematics Assessment.
By June 2019 62% of all FTE-eligible grade 5 students will demonstrate proficiency as measured by the Statewide Science Assessment.
 

 

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?

RTI, PLCs, and grade level release days will focus on Tier 1, 2, and 3 instruction so that all students (including those who are struggling) can make learning gains in our target subject areas.

 

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

An emphasis on intervention groups has been put into place, as we have strategically planned a school-wide intervention block where students can walk to the intervention that is most appropriate for them.  All classroom teachers and some specials-area teachers are participating in this block to deliver intervention or enrichment to students.  We are looking closely at our i-Ready Standards Mastery and BAS data to help differentiate instruction and provide lessons to our students who need additional reinforcement.  

 

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

BAS and i-Ready Diagnostic data is collected three times a year.  Grade levels are assigning Standards Mastery assessments biweekly to monitor the progress of both ELA and Math standards.  Science and writing data is collected monthly.

 

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

Administration and support staff is pulling data reports on a weekly basis and analyzing the data to see if students are progressing on standards.  Teachers are routinely called in to have data chats with support staff members to discuss student achievement.

 

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)?

During planning sessions, teachers differentiate their instruction to ensure the principles of UDL are met.  They provide multiple means of representation, expression, and engagment to ensure all learners can be successful.

 

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

Teachers are given professional development on the Balanced Literacy approach to teaching reading and writing.  With support of literacy coaches, grade levels teams are working collaboratively to plan effective instruction for interactive read-aloud/writing, shared reading/writing, guided reading/writing, and independent reading/writing.

 

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?

In grades K-5, Journeys is used as our core curriculum.  Leveled Literacy Intervention is used across all grade levels for intervention.  In grades K & 1, Fundations is used as an additional intervention and in grades 1-5, Phonics for Reading is also used.  All students have access to Science A-Z, which gives students access to differentiated informational text that relate to the science standards.  Students also utilize STEMScopes and our newly adopted Scholastic texts to access science content.  The texts adopted for social studies also give students access to both literary and informational text through interactive read alouds.

 

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-wide theme for the year is "Be the change you want to see in the world... start with hello."  This theme was inspired by the Start with Hello club (Sandy Hook Promise).  This club began in the 2017-2018 school year and continues this year.  In this club, 4th and 5th graders learn about the affects of social isolation and implelements the 5 competencies of SEL.  Teachers were provided training on the SEL standards and competencies at the beginning of the school year.  Teachers embed these standards throughout their curriculum.

 

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

Teachers utilize social stories, read alouds, and targeted lesson plans to deliver SEL lessons to their students.  If these Tier 1 lessons are not effective, students are referred for counseling services when necessary or are working in small groups to receive targeted Tier 2 support on SEL standards.  

 

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

We offer individual counseling sessions with our guidance counselor as well as additional counseling programs (listeners, Henderson, Boystown, Chrysalis, KidSafe).  The counselor also visits classroom for class lessons.  We recognize students who exemplify character traits by annoucning their names on the monrning announ=cements, listing their names in the weekly newsletter "The Eagle" and distributing a sweet treat and certificate to those who receive this awared.  Tradewinds also partners with the Coconut Creek Police Department in recognizing students who accel in modeling the 5 SEL competencies by celebrating them in a city-wide ceremony.  These students are selected by teachers and staff members.

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Instructional coaching, RTI intervention block, routine data chats, regular progress monitoring, PLCs, professional development Michael Breslaw, Tracy Gruendel, Sabrina Sheib, Lisa Campolo, Kristen Dorman 6/4/2019 Balanced Literacy PLC, grade level PLCs, LLI Training $0.00

BPIE Files

File Name Uploaded Date
3481_10232017_3481_10142016_BPIE_2015-16.pdf 10/18/2018