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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

Panther Run ES (3571)

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

Panther Run Elementary Professional Learning Community

Tuesday

1st, 3rd

8/21/2018 - 6/4/2019

2:00 PM - 3:00 PM

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

82

6.00

0.00

0.00

N/A

1.00

01

96

9.00

0.00

0.00

0.00

0.00

02

87

6.00

0.00

0.00

0.00

0.00

03

105

6.00

0.00

0.00

24.00

0.00

04

128

19.00

0.00

0.00

26.00

3.00

05

111

11.00

0.00

0.00

19.00

3.00

 

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

Tier 1: 
In math we will use Go Math and Math Personal Trainer in grades K through 5.  We use Go Math Reteach in a small group setting to address all areas.  We are also using Daily Fluency Drills to help students master their math facts.  In ELA we use iReady and Leveled Readers in grades K - 5.  We use Science A - Z, STEM Scopes and Social Studies Leveled Readers in grades K - 5.  We use Tumblebook Library and Newsela to diferentiate Tier 1 instruction according to student lexile levels.  We use guided reading to differentiate instruction in a small group setting.  For Social Emotional Learning we use LEAPS Activities to address all areas. 

Tier 2:  Small group twice a week
In Math we use Go Math Strategic Intervention to address all areas.  We use Moving with Math for multiplication and division.  We use Touch Math to address all areas.  We also use manipulatives, videos and intensive skill instruction.  In ELA we use iReady in grades K-5.  Write-in Readers are used in grades 1 & 2 to address oral language, phonemic awareness, phonics, fluency, vocabulary and comprehension.  We also use Phonics for Reading to address deficiencies in phonics.  We use LLI (Leveled Literacy Intervention) to address all areas.  We use Quick Reads to address fluency, vocabulary and comprehension.  We use Fundations to address phonics, phonemic awareness, and fluency.  We use Soar to Success to address concerns in oral language, phonics, fluency, vocabulary, comprehension and writing.  We use Super QAR to address gaps in comprehension.  For Social Emotional Learning we use LEAPS Activities to address all areas.

Tier 3:  Daily individual targeted support, intensive instruction using district approved intervention strategies
In Math we use Go Math Intensive Intervention to address all areas and Moving with Math to target multiplication and division.  We also use manipulatives, videos and intensive skill instruction.  In ELA we use Reading Tool Kit (K-3) and Literacy Tool Kit (4-5) to address oral language, phonemic awareness, phonics, fluency, vocabulary, comprehension and writing.  We also use Phonics for Reading to address deficiencies in phonics.  We use LLI (Leveled Literacy Intervention) to address all areas.  We use Quick Reads to address fluency, vocabulary and comprehension.  We use Fundations to address phonics, phonemic awareness, and fluency.  We use Soar to Success to address concerns in oral language, phonics, fluency, vocabulary, comprehension and writing.  We use Super QAR to address gaps in comprehension.  For Social Emotional Learning we use LEAPS Activities to address all areas.

Attendance and/or Suspension:
Tier 1:  We use LEAPS Activities to encourage positive behavior as evidenced in our School-wide Positive Behavior Plan.  We also encourage and reinforce daily attendance with LEAPS activities.  Tier 2:  A referral to the Guidance Counselor occurs when a student receives a discipline referral in order for the student to reinforce positive behavior.  A Guidance referral also occurs when there is an attendance concern that results in 5 days absent in a marking period.  Sessions with the Guidance Counselor consist of either individual or small group pull-out or support.  Tier 3:  A Behavior Plan is developed if there continues to be a concern with behavior referrals or a lack of attendance.  A Response to Intervention Referral occurs at this time along with a Social Worker Referral.

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Wednesday

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

8/15/2018 - 6/4/2019

12:00 PM - 3:00 PM

 

School Counseling Plan File

File Name Upload Date

3571_2018-19_Guidance-Plan.pdf

10/16/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

3571-SEL-Action-Plan-18-19.pdf

10/17/2018

 


 

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

3571_SAC_Mtg_Complet_5-22-19.pdf

May

Monitored

5/23/2019

3571_SAC_Mtg_Complet_3-20-19.pdf

March

Monitored

4/26/2019

3571_SAC_Mtg_Complet_-2-27-19.pdf

February

Monitored

4/26/2019

3571_SAC_Mtg_Complet_4-24-19.pdf

April

Developed

4/24/2019

3571_SAC_Mtg_Complet_4-24-19.pdf

April

Monitored

4/24/2019

3571_SAC_Mtg_Complete-22719-SMART-bond.pdf

February

Monitored

3/20/2019

3571_SAC_Mtg_Complet_3-20-19-for-bond.pdf

March

Monitored

3/20/2019

3571_SIP-Mid-Year-Reflection-2019-Panther-Run-Elementary.pdf

January

Monitored

1/30/2019

3571_SAF_Mtg_Complete-12319-copy.pdf

January

None

1/29/2019

3571_SAC12518_complete.pdf

December

Monitored

1/24/2019

3571_SAC12319_complete.pdf

January

Monitored

1/24/2019

3571_SAC_112818_Complete.pdf

November

Monitored

11/29/2018

3571_SAC_102418_Complete.pdf

October

Developed

10/25/2018

3571-School-Advisory-Forum-Meetings-18-19.pdf

October

Monitored

10/22/2018

3571-School-Advisory-Council-Meetings-18-19.pdf

October

Monitored

10/22/2018

3571_SAF_Bylaws_1819.pdf

October

SAF ByLaws

10/22/2018

PRE-3571-SAC-ByLaws-18-19.pdf

October

SAC ByLaws

10/22/2018

3571-SAC-Composition-18-19-Report.pdf

October

SAC ByLaws

10/22/2018

3571_SAF_92618_Complete.pdf

September

SAF ByLaws

9/27/2018

3571_SAC_92618_Complete.pdf

September

SAC ByLaws

9/27/2018

3571_SAC_Composition-1819.pdf

August

Monitored

8/7/2018

3571-Behavior-Plan-2018-19.pdf

April

Developed

4/26/2018

 


 

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?

To increase early literacy in reading and mathematics by focusing on reading and mathematics performance data analysis, professional learning communities, and best practices at our school as well as best practices at another similar elementary school with a large ESE population and Specialized Program for students with Autism Spectrum Disorder.  Panther Run Elementary School ranks 103 out of 119 in our SES Band.  We will also be working to identify research-based best practice instructional strategies at our school in order to increase student achievement.

 

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?

1.  Professional Learning Communities 
2.  Response to Intervention (RtI)
3.  Performance Tasks/Formative Assessments
4.  Inclusive Practices

 

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

1.  PLCs:  Each grade level team participates in Professional Learning Communities (PLCs).  These groups use data to drive instruction and improve instructional strategies as well as share best practices and ideas for enrichment and remediation.  Administration to monitor and support PLC's.  Presentation of PLC agendas will be part of monthly team leader meetings.  More efficient utilization of the Literacy Continuum to determine instructional practices and to set ELA goals.

2.  RtI:  The Comprehensive Problem Solving Team, the Leadership Team and Administration will work together to identify research-based best practice strategies to increase student achievement.  The CPS Team will utilize BASIS in order to accurately document the progress of each student brought to the team for academic or behavioral concerns.  Research-based interventions are recommended by the team and put into place by the teacher with fidelity, monitored closely and documented apprpriately to determine if the student is making progress.  The teachers continue to be coached on how to appropriately document progress in graph form.  The team determines what Tier is appropriate based on the student's progress by looking at the data.  

3.  Performance Tasks/Formative Assessments:  Grade level teams are implementing performance tasks to be administered monthly.  These performance tasks are analyzed as a team and will provide an early look into the complexity of student understanding of content being taught.  With these tasks, teachers will be able to more thoroughly address student challenges in comprehension and application.  Each grade level team participates in Professional Learning Communities (PLCs).  These groups use data to drive instruction and improve instructional strategies as well as share best practices and ideas for enrichment and remediation.  The Leadership Team and Administration will work together to identify research-based best practice strategies to increase student achievement.  Develop grade level progress monitoring and assessment calendar.  Continue to utilize a school-wide data reporting format - One Note.  Monthly progress monitoring of iReady Reports; classroom assessments; formal and informal assessments and BAS data.  Classroom formative assessment data will be housed and monitored in One Note.

4.  Inclusive Practices:  Administrator and Student Government Representative guest readers utilizing educational reading material pertaining to persons with disabilities.  Showcase of student talents on morning announcements including Students with Disabilities from the general education and self-contained classrooms.  Students with Disabilities volunteer to present self-generated material regarding their disability (ie. student with Intellectual Disability presented "We are more alike than different" on the morning news, Speech Impaired students presented "Sometimes I Stutter" powerpoint to classmates and select staff).
 

 

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

Monthly progress monitoring of iReady Reports; classroom assessments; formal and informal assessments; BAS data.

 

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

Teachers collect weekly and comparative data to ensure students are progressing towards school goals.

 

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)?

Sharing of best practices
Monitoring student data through PLCs
Making instructional decisions based on data
Multiple means of engagement, representation, expression
Differentiation of instruction
 

 

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

Lesson planning
Participation in PLCs
Utilizing research-based instructional practices
Classroom walk-throughs and observations
 

 

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: 
ELA - iReady (K-5), Leveled Readers (K-5), Science A - Z (K-5), Social Studies Leveled Readers (K-5)
Math - Go Math (K-5), Math Personal Trainer (K- 5)
Science - STEM Scopes (K-5)

Supplemental: 
ELA - iReady (K-5), Leveled Readers (K-5), Science A - Z (K-5), Social Studies Leveled Readers (K-5), Write-in Reader
Math - Reteach from Go Math (K-5), Math Personal Trainer (K-5)
Science - STEM Scopes (K-5), Extended Science in 5th grade

Intervention: 
ELA - iReady, LLI, Phonics for Reading, Visualizing & Verbalizing, Soar to Success, Fundations, Super QAR, Wilson, Write-in Reader, Reading                                    Tool Kit (K-3), Literacy Tool Kit (4, 5) 
Math - Go Math Strategic Intervention, Go Math Intensive Intervention, Moving with Math, Touch Math, iReady for RtI students  
Science - Intensive Skill/Strategy Instruction utilizing STEM Scopes (K-5)

Students and teachers have access to literary and informational text leveled book room, classroom libraries, iReady, weekly visits to the Media Center    
 

 

 

Please complete this section based on 2018-2019 end-of-year results.
Instructional Implications: Discuss the success of specific strategies/activities and provide a rationale as to why those academic improvements occurred as a result of those strategies.

Teachers provided targeted instructional curriculum for all students.
Push-in and Pull-out models were provided to support struggling students.
Common formative assessments were administered and analyzed to create appropriate remediation and enrichment.
Teachers participated in training in the area of reading, mathematics, and science.
Diagnostic Assessments were administered to pinpoint areas of focus and match the area of focus to a research-based intervention to be implemented with fidelity. 

All these resulted in an increase in student achievement as follows:
4th grade:  ELA proficiency improved from 59% in 2018 to 62% in 2019.
4th grade:  Math proficiency improved from 69% in 2018 to 76% in 2019.
5th grade:  ELA proficiency improved from 56% in 2018 to 66% in 2019.
5th grade:  Math proficiency improved from 69% in 2018 to 76% in 2019.
5th grade:  Science proficiency improved from 48% in 2018 to 63% in 2019.
 

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Teachers will utilize Time for Kids, Story Works & Story Works Jr. curriculum supplemental programs to increase literacy and student achievement. Teachers & Administration 6/4/2019 $3,363.15
Teachers will participate in training in the area of Reading, Mathematics and Science to increase student achievement and improve instructional practices. Teachers & Administration 6/4/2019 Standards-based Effective Math Instruction Grades K-2, Standards-based Effective Math Instruction Grades 3-5, Standards-based Effective Science Instruction Grades K-2, Standards-based Effective Science Instruction Grades 3-5, Personal Math Trainer K-5, Small Group Guided Reading K-5 $3,693.75
Provide targeted instructional curriculum for all students. Provide push-in and pull-out models to support struggling students. Administration, Support Staff, Teachers 6/4/2019 Small group guided reading, Standards-based Effective Math Instruction (Grades 3-5), Personal Math Trainer (Grades 3-5), Intro to Standards-based Elementary Science Curriculum (K-5)
Administer the common formative assessments, analyze the data to create remediation and enrichment plans. Administration, Support Staff, Teachers 6/4/2019
Administer the diagnostic assessments to pinpoint an area of focus and match the area of focus to a research-based intervention and implement the intervention with fidelity. Monitor progress every six to eight weeks. Administration, Support Staff, Teachers 6/4/2019
Administer the formative assessments once a month and analyze the data to address student challenges and strengths. Administration, Support Staff, Teachers 6/4/2019

BPIE Files

File Name Uploaded Date
3571-BPIE_2018.pdf 8/7/2018