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

Parkside ES (3631)

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

Autism Special Programs PLC

Wednesday

2nd, 4th

8/29/2018 - 5/22/2019

2:00 PM - 3:00 PM

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

5th Grade Team PLC

Tuesday

2nd, 4th

8/28/2018 - 5/21/2019

2:00 PM - 3:00 PM

5

4th Grade Team PLC

Tuesday

2nd, 4th

8/28/2018 - 5/21/2019

2:00 PM - 3:00 PM

4

3rd Grade Team PLC

Tuesday

2nd, 4th

8/28/2018 - 5/21/2019

2:00 PM - 3:00 PM

3

2nd Grade Team PLC

Tuesday

2nd, 4th

8/28/2018 - 5/21/2019

2:00 PM - 3:00 PM

2

1st Grade Team PLC

Tuesday

2nd, 4th

8/28/2018 - 5/21/2019

2:00 PM - 3:00 PM

1

Kindergarten Team PLC

Tuesday

2nd, 4th

8/28/2018 - 5/21/2019

2:00 PM - 3:00 PM

K

 


 

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

140

12.90

0.00

0.00

15.70

5.00

01

159

15.10

0.00

0.00

25.80

4.40

02

160

6.90

0.60

0.00

18.10

2.50

03

132

9.80

2.30

0.00

11.40

2.30

04

133

9.00

0.80

0.00

21.10

1.50

05

147

18.40

1.40

0.00

19.70

5.40

 

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

We utilize our Struggling Reader and Struggling Math charts to identify intervention programs to put in place for students identified for Tier 2 and Tier 3 interventions. The RtI team meets weekly to discuss intervention strategies for students in need of support based on data collected by the teacher. Intervention programs include but are not limited to Phonics for Reading, Rewards, Cool Tools, Literacy Learning Intervention (LLI), Soar to Success, i-Ready, and Road to the Code.

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Wednesday

1st, 2nd, 3rd, 4th

9/5/2018 - 5/22/2019

8:00 AM - 2:00 PM

 

School Counseling Plan File

File Name Upload Date

AGP-2018-2019.pdf

10/16/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

Parkside-SEL-Action-Plan-2018.pdf

10/18/2018

 


 

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

3631_SACMeetingDates_20182019.pdf

October

None

10/19/2018

3631_SACMinutes_05242018.pdf

May

Monitored

10/19/2018

3631_SACAgenda_10112018.pdf

October

Developed

10/19/2018

3631_SACAgenda_09132018.pdf

September

Developed

10/19/2018

3631_SACComposition_10112018.pdf

October

Developed

10/18/2018

3631_SAC-Minutes_09132018.pdf

September

Developed

10/18/2018

3631_SACMinutes_08232018.pdf

August

Developed

10/18/2018

3631_SACBylaws_08232018.pdf

August

SAC ByLaws

10/18/2018

3631_SACandSAFSignIn_08232018.pdf

August

Developed

10/18/2018

3631_SACAgenda_08232018.pdf

August

Developed

10/18/2018

3631_SACandSAFSignIn_10112018.pdf

October

Developed

10/18/2018

3631_SACandSAFSignIn_09132018.pdf

September

Developed

10/18/2018

 


 

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 focus for student improvement will be Literacy based on FSA results. We will continue to target our lowest 30% by monitoring with iReady and BAS and providing interventions based on individual needs.

 

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?

Teachers conduct focused PLC's to implement standards-based instruction. This data will be discussed at the PLC's to improve Tier 1 instruction at all grade levels. We are focused on Tier 1 strategies in reading through Balanced Literacy to ensure every child receives high-quality reading instruction. BAS assessments are administered schoolwide to provide quality literacy data and to identify those students who are struggling early so that all students get the additional support that they need.

 

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

All teachers will identify struggling students very early in the year and target interventions for them. The RtI team will monitor their progress and assist in implementing those interventions. Teachers will document interventions using BASIS and consult with the RtI team when providing Tier 2 or 3 interventions.

 

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

Benchmark Assessment System (BAS) is administered quarterly. 

 

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

Our RtI team meets weekly to analyze data and discuss interventions for struggling students. Interventions are administered and results determine the next steps for that individual child. 

 

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 plan collaboratively to ensure that the standards are accessible for all students. Students with special needs receive push-in instruction from our support teachers alongside the classroom teacher to ensure that students maximize instructional time and that reading difficulties do not impede progress across the curriculum.

 

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

Teachers are attending or have attended ongoing professional development in Balanced Literacy. Through grade level PLCs, teachers discuss best practices for each area of the literacy block. Reading coaches observe and provide feedback and/or modeling for teachers.

 

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?

We use our leveled book room to provide reading instruction for K-5. Journeys is used to supplement as the core text adopted by our school district. We utilize our newly acquired social studies books that align with thematic units for K-5 and Science A-Z and Science Fusion provide a variety of informational texts based on the science standards, also for K-5. 

 

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

Teachers and administration recognize students throughout the year for their personal accomplishments, good behavior, and participation in school (attendance, uniforms, etc.). Teachers develop classroom cultures of kindness and cooperation through explicit teaching of expected behavior and positive reinforcement. Our students learn strategies for  managing behavior and social skills through guidance classroom lessons, positive behavior expectations, and collaboratively developed class expections. In addition, high quality books that focus on building character and overcoming adversity are a key part of the curriculum.

 

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

Classroom guidance lessons include managing emotions, anti-bullying, respecting differences, and communication skills. Specific programs utilized include peer mentoring, book buddies, Share the World, Start with Hello, and Emotional Management.

 

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

Students develop class rules democratically, know and understand schoolwide behavior expectations, and participate in activities throughout the year that emphasize kindness and cooperation.

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Identify lowest 30% and ensure early intervention. The MTSS team meets weekly to review interventions. Laneia Hall, Lakay Wilkerson, Richelle Gordon 5/22/2019 $0.00
Reading coaches provide support in the classroom through feedback and modeling of lessons. Laneia Hall, Lakay Wilkerson, Richelle Gordon 5/22/2019 Balanced Literacy, Response to Literacy, Benchmark Assessment System $0.00

BPIE Files

File Name Uploaded Date
BPIE_2018-(1).pdf 10/17/2018