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

Fox Trail ES (3531)

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

ELA

Tuesday

2nd, 3rd, 4th

8/8/2018 - 5/7/2019

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: 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

192

29.00

3.00

0.00

N/A

2.00

01

203

25.00

0.00

0.00

0.00

5.00

02

218

16.00

0.00

0.00

0.00

1.00

03

210

26.00

0.00

0.00

38.00

3.00

04

210

14.00

1.00

0.00

31.00

0.00

05

237

21.00

1.00

0.00

48.00

2.00

 

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

Monday
Wednesday
Thursday

2nd, 3rd, 4th

9/24/2018 - 4/17/2019

7:30 AM - 3:00 PM

 

School Counseling Plan File

File Name Upload Date

School-Counseling-Plan-Fox-Trail-2018-19.pdf

9/21/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

SEL-Action-Plan-2018-1.pdf

10/12/2018

 


 

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.

 

Evidence/Artifacts

Standards and Indicators

File Name

Standards & Indicator

Upload Date

2018-eProve-Student-Survey.pdf

4/22/2019

2018-eProve-Staff-Survey.pdf

4/22/2019

2018-eProve-Parent-Survey.pdf

4/22/2019

 

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

FoxTrailMay2019SAC.pdf

May

Monitored

5/31/2019

Fox-Trail-Composition-Report.pdf

April

SAC ByLaws

4/25/2019

Fox-Trail-March-SAC-Docs.pdf

March

Monitored

4/25/2019

Fox-Trail-April-SAC-Docs.pdf

April

Monitored

4/25/2019

SAF-Bylaws-2018.docx

April

SAF ByLaws

4/24/2019

Fox-Trail-Feb-SAC-Docs.pdf

February

Monitored

4/15/2019

FoxTrail-Jan-SAFDocs.pdf

January

None

3/1/2019

Fox-Trail-Jan-SACDocs.pdf

January

Monitored

3/1/2019

MID-YEAR-REFLECTION-Fox-Trail-2019.pdf

January

Monitored

1/31/2019

Fox-Trail-Elementary-SAC-SAF-Schedule.pdf

September

Monitored

1/11/2019

FoxTrailNovSACDocs.pdf

November

Monitored

12/20/2018

FoxTrail-Oct-SAF-docs.pdf

October

None

11/20/2018

FoxTrail-Nov-SAF-Docs.pdf

November

None

11/20/2018

FoxTrail-SAC-October-ZDocuments.pdf

October

Monitored

11/20/2018

Fox-Trail-SAC-ByLaws.pdf

October

SAC ByLaws

10/11/2018

Foxtrail-September-SAC.pdf

September

SAC ByLaws

10/3/2018

FoxTrailAugust-SAC.pdf

August

Monitored

9/13/2018

 


 

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?

The SES band data indicates that we scored 71% proficiency in math which was slightly below the 2017-18 target of 75%.

The SES band data indicates that we scored 71% proficiency in reading which indicates we exceeded the target of 68%. Although we met the target we are still concerned with the lowest quartile since 42% of the lowest quartile made gains.

 

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?

Math

  • Student Journals - Understand, Plan, Solve, Check Strategy
  • Differentiated Centers
  • Intervention Groups
  • Reflex Math (BP4)
  • i-Ready Math (BP4)
  • MAFS Ready Books (BP4)
  • RtI (BP2)
Reading
  • Literacy Continuum
  • Leveled Reader Book Room
  • Instructional Focus Calendars
  • Differentiated Centers
  • Ready LAFS in small groups grades 2-5
  • i-Ready Reading (BP4)
  • Academic notebooks (BP3)
  • Intervention Groups for the lowest quartile (BP4)
  • ELA (English Language Arts) PLCs (Professional Learning Community) (BP1)
  • Staff Development (BP1)
  • RtI (BP2)

 

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

Math

  • Student Math Journals - wil be used to make notes and utilize the Understand, Plan, Solve, Check Strategy.
  • Differentiated Centers will allow practice for students at all levels.
  • Instructional focus calendars will be followed to ensure that all standards are being taught in a timely manner.
  • Intervention Groups for the lowest quartile will target specific skills and weaknesses.
  • Reflex Math will be implemented in grades 2-5 in order to increase students' math fluency skills.
  • i-Ready Math Diagnostic Assessments will be used for monitoring school wide math progress and provide teachers with specific areas of weakness in order to focus instruction.
  • I-Ready lessons will target specific individual needs in grades K-5.
  • MAFS Ready books will be utilized to support math instruction.
  • The RTI team will provide ongoing staff development to ensure all teachers can: Input intervention data in BASIS (Behavioral and Academic Support Information System), create academic graphs, implement behavior intenventions, target specific areas of need and provide appropriate interventions and assessments.
Reading
  • Teachers will have access to and utilize the Literacy Continuum to create authentic experiences in reading, thinking, speaking, writing, and reflecting in order to promote literacy.
  • The reading resource room will be used to provide high quality classroom-based literacy instruction in a variety of genres.
  • The instructional focus calendars will be followed to guide teachers to ensure that specific objectives are met through instruction and assessment.
  • Differentiated instruction/centers will provide instruction through a variety of instructional strategies and practice at varying levels of difficulty based on the ability of each student.
  • i-Ready Reading will be implemented in grades K-5.
  • Students in grades 2-5 will use the Ready LAFS books for supplemental instruction and practice.
  • Students will use Academic notebooks to set goals and monitor their i-Ready progress.
  • Support Staff will monitor i-Ready data and share out weekly.
  • Students in the lowest quartile will receive additional support using intervention programs such as Reaching for New Reading Standards.
  • ELA (English Langauge Arts) PLCs (Professional Learning Communities) have been estabilished at each grade level. Each PLC has developed a goal based on specific student data. The PLCs will focus on teaching strategies to develop and increase student achievement and monitor progress.
  • The Literacy Coach will provide LIT BIT trainings that focus on building the framework of balanced literacy throughout the school.
  • Support Staff memebers will provide Digestible Bites to ensure that teachers are utilizing the components of i-Ready to plan for instruction.
  • The RtI team will provide ongoing staff development to ensure all teachers can: input intervention data in BASIS (Behavioral and Academic Support Information System), create academic graphs, implement behavior interventions, target specific areas of need and provide appropriate interventions and assessments.

 

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

  • School-wide progress monitoring data of the i-Ready Diagnostics (Math and Reading) will be analyzed three times a year.
  • Progress monitoring for Time on Task and Passing Rate for i-Ready lessons will be monitored weekly.
  • Standards Mastery Data will be collected and analyzed by teams at PLC meetings.
  • BAS data will be collected and analyzed three times a year.

 

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

  • Students in the lowest quartile have been identified and their progress will be monitored by classroom teacher and support staff.
  • Students in the lowest quartile will benefit from push in/pull out reinforcement of skills from student support teachers.
  • Data is monitored and students not meeting proficiency will receive Tier 2 or 3 intervention instruction in addition to the Tier 1 instruction and will be monitored by the CPST (Child Problem Solving Team).
  • Students that meet criteria will be placed on a PMP (Progress Monitoring Plan) to ensure that student needs are being met.
  • Parents of students placed on a PMP (Progress Monitoring Plan) will receive the BCPS (Broward County Public Schools) Read at Home plan to provide specific strategies to make a positive impact on their child's school success. This is an important school/home connection.

 

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)?

Teachers at Fox Trail collaborate within their teams in order to create flextible learning environments that can accommodate individual learning differences. This instructional design involves data disaggregation by the school leadership team and the grade level PLCs (Professional Learning Communities) in order to ensure lessons meet the needs of all learners and the use of a variety of instructional strategies to make certain teacher is differentiated and meets the needs of all students at all levels.

 

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

  • Administration will conduct classroom walkthroughs and observations.
  • Administration will review lesson plans.
  • Literacy Coach and Support Staff will provide classroom support to teachers to ensure appropriate instruction is being implemented.
  • Administration and Support Staff will be present at PLC meetings.

 

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?

  • Journey's Reading Program (Core, All grades)
  • Harcourt Math Program (Core, All grades)
  • Fountas and Pinnell Small Group Guided Reading (Supplemental/Intervention-All grades)
  • Scholastic Short Reads (Supplemental/Intervention- Intermediate)
  • LAFS Ready Books (Supplemental-Grades 2-5)
  • MAFS Ready Books (Supplemental-Grades 4-5)
  • Phonics for Reading (Intervention-Grades 1-5)
  • Reaching for New Reading Standards (Intervention-Grades 3-5)
  • Scholastic News
  • Newsela

 

 

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 /Accountability $10,718.57
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