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

Rock Island ES (3701)

School Year

2018 - 2019

School Grade
(2017 - 2018)

D

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

3701 LAFS-MAFS_ 5

Tuesday

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

8/28/2018 - 5/28/2019

3:15 PM - 4:00 PM

5

3701 LAFS-MAFS_ 4

Tuesday

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

8/28/2018 - 5/28/2019

3:15 PM - 4:00 PM

4

3701 LAFS-MAFS_ 3

Tuesday

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

8/28/2018 - 5/28/2019

3:15 PM - 4:00 PM

3

3701 LAFS-MAFS_ 2

Tuesday

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

8/28/2018 - 5/28/2019

3:15 PM - 4:00 PM

2

3701 LAFS-MAFS_ 1

Tuesday

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

8/28/2018 - 5/28/2019

3:15 PM - 4:00 PM

1

3701 LAFS-MAFS_ K

Tuesday

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

8/28/2018 - 5/28/2019

3:15 PM - 4:00 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

83

21.70

0.00

0.00

27.70

9.60

01

91

20.90

4.40

0.00

35.20

11.00

02

94

12.80

0.00

0.00

26.60

2.10

03

104

16.30

7.70

0.00

46.20

13.50

04

93

19.40

5.40

0.00

51.60

18.30

05

95

13.70

8.40

0.00

49.50

10.50

 

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

1.) All students identified by the early warning system will receive tiered interventions through the Multi-Tiered System of Supports in Leveled Literacy Intervention (LLI), Fundations, Rewards, and Phonics for Reading, Everglades, and Go Math Intensive, where appropriate. These studnents will follow the Rock Island Elementary "Flight Plan", receiving quarterly intervention with a focus on reading recovery, phoncs and phonemic awareness, comprehension, and vocabulary.
2.) All students identified as performing in the lowest quartile (2nd - 5th) will participate in the school's "Flight Plan" receiving quarterly intervention with a focus on reading recovery, phoncs and phonemic awareness, comprehension, and vocabulary based on performance data.
3.) All students identified as performing in the lowest quartile (2nd - 5th) will be closely monitored by the school's leadership team using the Student Success Binder on a quarterly basis to review student academic progress in ELA and Math. Instructional coaches and the school counselor will use the data to support grade levels individual teachers with support strategies, as well as provide targeted  small group instruction.
4.) All students identified by the early warning system will participate in Rock Island's Check In Check Out program and receive small group counseling sessions as identified by the School Counselor, leadership team, and Social Worker using The Leader in Me program. The School Counselor and RtI:B team will assist teachers with behavioral interventions.
5.) All student's academic progress will be monitored using School City, the Benchmark Assessment System, and performance based tasks on a weekly, monthly, and quarterly basis. Quarterly parent teacher confrerence nights will be held to inform parents of progress.
6.) All students will be monitored closely during weekly Professional Learning Communities by classroom teachers and remediation activities identified for them.
7.) All students will participate in Rock Island's attendance initiative led by the Principal and Social Worker. Students who are present for the entire month and have no tardies recorded, will receive a monthly incentive.
8.) All students will participate in extended day instruction in Literacy (60 minutes).
9.) Instructional Coaches and Literacy Consultant support grade levels and individual teachers with instructional strategies.
10.) On-going professional development per grade level on multi-tiered strategies and support.
11.) Parent and Teacher meetings to support the home/school connection and updated reports to parents on a quarterly basis using the Student Success Academic Binder.
12.) Teachers will receive ongoing professional development on the multi-tiered system of supports, problem identification, and data-based problem solving to identify appropriate Tier 2 and Tier 3 interventions, progress monitor, and assess student progress.

Interventions used in ELA include:
1.) Leveled Literacy Intervention (LLI)
2.) Fundations
3.) Phonics for Reading
4.)  Rewards


Interventions used in Math include:
1.) Go Math Strategic
2.) Go Math Intensive
3.) Everglades Math

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Thursday

2nd, 4th

9/20/2018 - 5/30/2019

10:00 AM - 2:00 PM

 

School Counseling Plan File

File Name Upload Date

ASCP-2018-2019.docx

10/18/2018

2018-2019-School-Counseling-Plan.pptx

10/15/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

RIE_SEL-Action-Plan-2018.docx

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

Sac-Minutes-10.2.2018.docx

October

SAC ByLaws

11/2/2018

SAC-Sign-in-Sheet-October.pdf

October

SAC ByLaws

11/2/2018

Sac-Agenda-10.2.2018.docx

October

SAC ByLaws

11/2/2018

SAC-Minutes-September.pdf

September

SAC ByLaws

11/2/2018

SAC-Sign-in-Sheet-September.pdf

September

SAC ByLaws

11/2/2018

SAC_SAF-Meeting-Dates.docx

September

SAC ByLaws

11/2/2018

SAC-Composition-Report18.19.pdf

October

SAC ByLaws

11/2/2018

Sac-Agenda-9.11.18.docx

September

SAC ByLaws

11/2/2018

RIE-SAF-Bylaws-18.19.docx

October

SAF ByLaws

11/2/2018

3701_RockIslandES_SAC_Bylaws_18.19.doc

October

SAC ByLaws

11/2/2018

 


 

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?

English Language Arts is the focus at Rock Island Elementary School. Based on the 2017-2018 Florida Standards Assessment (FSA), 25% of students in grades 3-5, were proficient in ELA, 30% achieved learning gains, and 35 of the lowest quartile achieved learning 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?

The following BEST Practices will be implemented and/or scaled up:
1.) Standards based instruction in English Language Arts.
2.) Teachers will receive in house professional development in Guided Reading, Interactive Read Alouds, Shared Reading, Writing, Standards based-instruction, and Standards based planning.
3.) Teachers reveive tiered support in the classroom through modeling, timely feedback, and review of data.
4.) The extended hour is established at the beginning of the day and in considered sacred time. All students receive small group instruction using a research based program.
5.) 2. Tier I instruction will be provided to all students based on a Balanced Literacy Approach for teaching reading (guided reading, read alouds and use on fiction and non-fiction text). Based on the Benchmark Assessment System (BAS) data, 17/18 Florida Standards Assessment data and quarterly I-Ready Diagnostic data, intensive interventions will be identified for each student beginning with building foundational skills and progress based on the progression of reading development.
6.) Tier II and Tier III instruction will provide students with standards based remediation during small group instruction and the Rocket Power Hour (extended hour).  
7.) Students will be placed in homogenous groups and 4/5 grade vertical reading team by the Literacy Team. 
8. The Literacy Coach will provide professional development to teachers in implementing intervention programs in August,  how to utilize Leveled Literacy Intervention (LLI) based on the Benchmark Assessment System (BAS) data, 17/18 Florida Standards Assessment data and quarterly I-Ready Diagnostic data.  in early September.
9.) The ELA Action Plan for Rocket Power Hour will be implemented for students on tier II and tier III. 

 

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

1.The Instructional Leadership Team will implement and monitor twice monthly the progress of the Lowest Quartile ELA Flight Plan for Action. 
2. Tier I instruction will be provided to all students based on a Balanced Literacy Approach for teaching reading (guided reading, read alouds and use on fiction and non-fiction text). Based on the Benchmark Assessment System (BAS) data, 17/18 Florida Standards Assessment data and quarterly I-Ready Diagnostic data, intensive interventions will be identified for each student beginning with building foundational skills and progress based on the progression of reading development.
4. Tier II and Tier III instruction will provide students with standards based remediation during small group instruction and the Rocket Power Hour (extended hour).  
5. Students will be placed in homogenous groups and 4/5 grade vertical reading team by the Literacy Team. 
6. The Literacy Coach will provide professional development to teachers in implementing intervention programs in August,  how to utilize Leveled Literacy Intervention (LLI) based on the Benchmark Assessment System (BAS) data, 17/18 Florida Standards Assessment data and quarterly I-Ready Diagnostic data.  in early September.
7. The ELA Action Plan for Rocket Power Hour will be implemented for students on tier II and tier III. 

 

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

1. I-Ready Reading diagnostic will be administered three times yearly.
2. Benchmark Assessment System and progress monitoring tools for intervention programs will be administered monthly.
3. A summative ELA assessment will be administered quarterly. 
4. Data chats will be conducted with teachers after each quarterly assessment to identify further identify student support and revise goals. Teachers will leave with an action plan to remediate and enrich students.
5. Bi-weekly formative assessments in ELA will be administered based on the current standards.

 

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

(1) Rock Island implements the Flight Plan where our lowest quartile students receive targeted interventions each quarter. These students are monitored by the leadership team on a weekly basis.
(2) Goals are identified for each student and their performance data on each formative assessment is tracked. 
(3) Students receive support through the Multi-Tiered Systems of Support.

 

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)?

1.) Professional Learning Communities are established and held each week. This is considered protected time devoted to planning standards based instruction, that is rigorous, aligned to the standard, and allows for differentiation. Coaches provide guidance and support.
2.) Academic coaches and administration conduct classroom walkthroughs to collect trend data, ensure instructional fidelity, provide timely feedback, and model instruction for teachers.

 

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

1.) Professional Learning Communities are established and held each week. This is considered protected time devoted to planning standards based instruction, that is rigorous, aligned to the standard, and allows for differentiation. Coaches provide guidance and support.
2.) Academic coaches and administration conduct classroom walkthroughs to collect trend data, ensure instructional fidelity, provide timely feedback, and model instruction 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?

The following texts are used at Rock Island:

Core texts include for all grade levels (K-5) - Journeys 
Intervention tests include for K-2 - Phonics for Reading, Leveled Literacy Intervention, Fundations
Intervention tests include for K-2 - Phonics for Reading, Leveled Literacy Intervention, Rewards, Ready LAFS, and Document Based Questioning.

Academic Coaches provide the needed materials to each teacher based on an analysis of student need. Each classroom has a robust library filled with a variety of rich texts leveled by reading levels and genre.

 

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

(1) Students receive daily SEL instruction during Morning Meetings on recognizing and accurately labeling emotions and identifying “Right Ways” and “No Ways” to respond appropriately in presented situations. Lessons are presented using LEAPS.
(2) Students receive small group learning in the SEL lab on demonstrating ways to express their emotions in a socially acceptable manner.
(3) Students receive small group lessons in classrooms from the school counselor on controlling impulsive behavior.
(4) Identify “Safe Person, Safe Place”.
(5) Mediation session led by peers and adults to help students identify and resolve conflicts.
(6) Students participate in LEAPS lessons daily (with a monthly focus) on making and keeping friends, and brainstorming effective ways to work in groups.
(7) Students participate in Aggression Replacement Training strategies learning social skills, anger management, and moral reasoning.
(8) Students participate in LEAPS lessons daily (with a monthly focus) on making and keeping friends, and brainstorming effective ways to work in groups.
(9) Students utilize the problem-solving wheel to apply constructive approaches in resolving conflict.
(10) Students receive bullying training quarterly on recognizing bullying behaviors, reporting bullying, and using proactive strategies to decrease bullying occurrences.
(11) Students participate in 2 responsibility assemblies yearly (August and January) on defining, identifying, and reporting bullying.
(12) Students participate in daily SEL lessons during Morning Meetings on identifying and demonstrating social norms.

 

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

The SEL standards are taught daily during Morning Meetings using the Life Excelerator and Assessment of Personal Skills (LEAPS). The school's core values of Be Respectful, Be Responsible, and Be in Control are instituted and referenced throughout the day. SEL is built in every academic area.

A Social Emotional Learning Lab (SEL) was implemented this year to teach the Broward County Schools Social Emotional Learning Standards. Students cycle through the lab weekly to receive instruction on the following standards:

  1. Developing self-awareness and self-management skills.
  2. Use social-awareness and interpersonal skills.
  3. Use social awareness and interpersonal skills to establish and maintain positive relationship.
  4. Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts.

 

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

Rock Island’s Core Values are: Be Respectful, Be Responsible, Be Kind and Be In Control. These values are infused throughout the building. There is a monthly SEL focus based on these values that lead LEAPS lessons during daily morning meetings.
 
Morning Meetings are built into the school’s master schedule and is a non-negotiable. Teachers are expected to greet students at the door to start the day off right, and allow teachers to identify and address potential concerns.
 
The School-wide Positive Behavior Plan (SPBP) also infuses the core values. These values and expectations are posted throughout the building.
 
A Social Emotional Learning Lab (SEL) was implemented this year to teach the Broward County Schools Social Emotional Learning Standards. Students cycle through the lab weekly to receive instruction on the following standards:

  1. Developing self-awareness and self-management skills.
  2. Use social-awareness and interpersonal skills.
  3. Use social awareness and interpersonal skills to establish and maintain positive relationship.
  1. Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts.
 To establish and maintain positive relationships.
 
Students also engage in meditation to center their emotions and mindfulness activities in the Social Emotional Learning Lab. 
 
The school counselor conducts small group sessions with retained students, helps them establish goals, and identify action steps in meeting those goals.
 
Our academic family nights have an SEL component built in to provide parents with skills to address SEL in the home.
 
At monthly School Advisory Council Meetings, Social Emotional Learning is a topic discussed, updates on what Rock Island is doing, and discussion of further action steps.
 

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Ms. Sophia Whittaker 6/5/2019

BPIE Files

File Name Uploaded Date
RIE-BPIE.pdf 10/15/2018
RIE-BPIE.pdf 5/10/2018