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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

Fox Trail ES (3531)

School Year

2018 - 2019

School Grade
(2017 - 2018)


Executive Summary

Download/View Executive Summary




A Focused and Authentic 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




2nd, 3rd, 4th

8/8/2018 - 5/7/2019

2:00 PM - 3:00 PM

Pre K, K, 1, 2, 3, 4, 5




An Embedded High Quality RtI Process


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)


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












































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

A variety of resources and strategies are being used to provide intervention. In order to address the Phonics concerns in first grade, a daily phonics program has been established.  All students will receive direct Phonics instruction.  Teachers are utilizing the Literacy Continuum in order to target specific reading instructional goals as warranted by the results of the Benchmark Assessment System (BAS) and the i-ready diagnostic.  The i-Ready toolkit is being used to provide specific lessons that support the areas of weakness.  The students in grades 2-5 are using the Ready LAFS books to supplement and support reading instruction and in Grade 4 the Ready MAFS books are being used.  Kindergarten and first grade are using the Lively Letters program to address Phonological Awareness and Phonics.

We are hoping to purchase additional intervention resources such as LLI(leveled literacy intervention) kits for grades K-5, Phonics for Reading and Fundations to support our Tier 2/3 students and provide intensive literacy instruction.


RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times


2nd, 3rd, 4th

9/24/2018 - 4/17/2019

7:30 AM - 3:00 PM


School Counseling Plan File

File Name Upload Date




Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date






Optimal Internal/External Relationships


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



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 ByLaws




SAC ByLaws




SAC ByLaws









Scaling Up BEST Practices


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.



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 content area of focus for the 2017-2018, based on FSA data and analysis, is ELA.  On the 2017-2018 FSA, 73% of our students demonstrated proficiency; 60% of our students made learning gains.  We aim to increase both ELA proficiency and learning gains with particular focus on those students who scored in the lowest 25%.


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?

We aim to more effectively implement and scale-up practices of focus from last year.  In order to improve teaching and learning and to increase performance within the SES Band, Silver Ridge will focus on improving instruction across all tiers.  Tier 1 will include interactive read-alouds and an emphasis on engaging authentic student talk.  Tier 2 and Tier 3 small-group instruction will be delivered through the use of evidence-based resources and interventions.  Additional training will be provided and encouraged for the improvement of guided reading practices across all grade levels.


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

Tier 1 Improvement: Interactive read-alouds will be used daily to monitor and clarify student comprehension via the incorporation of authentic student talk.  Students will be encouraged to discuss the read-aloud with same-grade peers to gain additional insight and understanding from different viewpoints and perspectives.  Teachers will check for understanding with intentional monitoring, guiding questions, and collaboration.
Tier 2/3 Improvement:  Teachers will be guided through the Response to Intervention process and provided with access to and training for evidence-based intervention resources.  These resources include iReady, Phonics for Reading, Fundations, LLI, Lively Letters, Touch Math, Journey's Write-In Readers, and the Visualizing & Verbalizing program.  An emphasis on fidelity and consistency, as well as the accurate evaluation of student data and achievement, will be supported by the RtI team (Administration, ESE Specialist, Literacy Coach, ESE Support Facilitators, and School Psychologist).  To improve guided reading practices, teachers are provided with look-fors and best practices.  Our PLCs will include time for intervention training and implementation reflection.  


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

The leadership team collects updated progress monitoring data from all grade levels quarterly.  This data includes Benchmark Assessment System (BAS) instructional reading levels for all students.  The leadership team compares current student levels to the previous quarter's and identifies degrees of growth; students not making sufficient growth are identified, a meeting with the teacher is scheduled, and interventions are implemented.  The data sheet also includes student small-group reading groupings to monitor instructional reading levels, reading group flexibility/fluidity, and specific skills being targeted.  Additional notes are made for students receiving targeted Tier 2 and Tier 3 interventions; notes are made of the interventions and all teachers are expected to have noted intervention time in their daily schedules.  This information is updated as students are monitored in the RtI process.  Student data is extracted and evaluated based on additional classifications:  ESE, ELL, and the lowest performing 25%.


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

Silver Ridge ensures the fidelity of students not progressing towards school and district goals through careful progress monitoring, coaching, and leadership check-ins.  Student data is evaluated and monitored weekly, and those demonstrating below-grade level performance or who are not making sufficient progress are identified and brought into MTSS.  Once these students are identfied, they are placed in a Tier 2 or Tier 3 intervention group in an attempt to close the gap.  The RtI process is followed and the CPST team meets at least quarterly to analyze underlying reasons for the inadequate progress.  PMPs will be developed as needed based on provided criteria and read-at-home plans will be distributed when appropriate.  The implementation of interventions is monitored and supported by the leadership team, including the Reading Coach.  Teachers have dedicated intervention time in their daily schedules and receive training in intervention programs as needed.


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)?

Silver Ridge ensures that all classroom instruction is accessible to the full range of learners using UDL for effective instructional design and delivery via shared best practices, coaching, professional development, opportunities for reflection, and evaluation.  Through collaboration, our teachers share a variety of ways to present material (paper/digital, hands-on/visual/auditory, etc.) so that all students have access to engaging instruction and opportunities to be successful.  Grade levels are encouraged to plan together and share best practices that align to standards.  Students are encouraged to set and track goals in data binders, and teachers conference with students to review progress and discuss ways that each student may better understand him or herself as a learner.  Classrooms are informally evaluated for elements of text-rich environments.  Silver Ridge is working toward increasing access to digital tools which will increase access to flexible presentation and response.


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

Silver Ridge ensures that Standards-Based classroom instruction is implemented properly and effectively through PLCs, progress monitoring, the planning process, and coaching.  Teachers are expected to present the standard being taught to students in understandable terms broken down into a 4-point scale.  Students assess their understanding and teachers coach students through reflection of produced work and exhibited proficiency.  Progress toward meeting standards is evaluated with periodic assessment, and 80% or more of students are expected to demonstrate adequate proficiency; those who do not need additional support to bridge the gaps.  PLCs are used to reflect on the lowest-performing standards across grade levels according to standardized testing results.  Based on this data, individual coaching or whole-staff training is responsively provided.  Teams are encouraged to plan together and collaborate on effective ways to present a targeted standard.  Classroom walkthroughs and observations by administration will also be conducted and follow-up meetings to improve or compliment practices will be scheduled as needed.


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?

A variety of texts are used for core, supplemental, and intervention programs.  Students have access to physical and digital library resources, online audio books, and classroom library texts that can be accessed at school and at home.  The core reading program is Journey's and the core math program is Go Math!  Teachers have access to a complete guided reading library organized by BAS reading levels (from levels A - Z) and separated into literary and informational genres.  This library includes texts of a variety of types: poetry, newspaper articles, excerpts from novels, interviews, short stories, and more.  Scholastic News and related weekly resources (ex: Social Studies Weekly & Science Weekly) are available to assist with the incorporation of cross-content instruction.  LAFS Ready books are used in intermediate classes to scaffold and supplement standards-based instruction.  For students who struggle, we have a variety of interventions programs for individual student needs.  These include Phonics for Reading (Grades 2-5), LLI (Grades 1-3), Lively Letters (Grades K-3), Fundations (K), Visualizing & Verbalizing (Grades 2-5), and Write-In Readers (Grades 1-5).



Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Provide extended learning opportunities for struggling students. Leadership Team 5/31/2019 Title 1
Increase teacher knowledge of components of Balanced Literacy and support the implementation of these components into daily classroom instruction. Literacy Coach 5/31/2019 Lit Bits, Balanced Literacy PD
Utilize evidence based interventions, teacher trainings and mentoring, professional development as needed Leadership Team 5/31/2019 Intervention and RtI training and support (as needed) Title 1
Fox Trail will implement a schoolwide i-Ready initiative. Leadership Team 5/31/2019 i-Ready Training Title 1

BPIE Files

File Name Uploaded Date
BPIE_2015-16.pdf 9/12/2018