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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

Dolphin Bay ES (3751)

School Year

2018 - 2019

School Grade
(2017 - 2018)

A

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

Dolphin Bay Elementary

Tuesday

1st

9/4/2018 - 5/28/2019

2:15 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: 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

108

24.10

2.80

0.00

34.30

13.90

01

130

16.20

0.00

0.00

15.40

5.40

02

123

13.00

0.00

0.00

13.00

1.60

03

140

10.70

0.70

0.00

9.30

0.00

04

140

6.40

0.70

0.00

16.40

2.10

05

139

7.90

0.00

0.00

7.90

1.40

 

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

We will use the following Intervention Strategies to address the needs of the students evidenced by the Early Warning Indicators: small group instruction, scaffolding instruction, activating prior knowledge, modeling and demonstrating skills and concepts, providing specific performance feedback, progress monitor students, peer/buddy tutor, center activities aligned to the rigor of the standards, graphic organizers/thinking maps, and technology. 

   

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Monday

1st, 2nd, 3rd

9/5/2018 - 5/28/2019

8:15 AM - 3:00 PM

 

School Counseling Plan File

File Name Upload Date

Dolphin-Bay-Elementary-School-School-Counseling-Plan-2019.pdf

10/12/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

SEL-Action-Plan-2018-19.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-Composition-2018-2019.pdf

October

None

11/9/2018

SAF-sign_agen_mins-11_05.pdf

November

None

11/6/2018

SAC-agen_min_sign-in-11_05.pdf

November

Monitored

11/6/2018

SAC-A+ballot-results-2018.pdf

October

A+ Funds

10/26/2018

SAF-agen_min_sign-in-09_17.pdf

October

SAF ByLaws

10/26/2018

SAF-10_22-sign_agen_mins.pdf

October

None

10/26/2018

SAC-10_22-signin_agen_min.pdf

October

Developed

10/26/2018

A+-ballot-10_22_18.pdf

October

A+ Funds

10/26/2018

SAC-10_22-signin_agen_min.pdf

October

A+ Funds

10/26/2018

SAF-agen_min_sign-in-09_17.pdf

September

None

9/28/2018

SAC-agen_min_sign-in-09_17.pdf

September

SAC ByLaws

9/28/2018

SAC-agen_min_sign-in-09_17.pdf

September

Developed

9/28/2018

 


 

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?

As evidenced by the SES Band Data, learning gains in ELA and Mathematics will be the focus for improving student achievement.  Learning gains in ELA and Mathematics will be the focus because students need to make learning gains in order to increase their achievement level and earn proficiency on the FSA.   

 

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 BEST practices are as follows:
Data Chat meetings 
Weekly PLC meetings 
Monthly Vertical Team meetings
Instructional Focus Calendars (Math, ELA, Science
I-Ready and Go Math Assessments 
Target instruction
Small Group Instruction
RtI/MTSS Process
Support from Instructional Coaches

 

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

The BEST practices will be scaled-up as follows:
Designated monthly Data Chat meetings with administration and support staff
Weekly PLC meetings focusing on the alignment of standards and practices
Montly Vertical Team meetings focusing on the alignment of the standards across the grade levels
Instructional Focus Calendar aligned to the standards (Math, ELA, Science)
Utilizing I-Ready and Go Math assessments at interval times throughout the year to assist with diagnosis and progress monitoring
Target instruction to the specific needs of the students (ESE, ESOL)
Utilize Small Group instruction to target and differentiate instruction to the needs of the students
Streamlined RtI/MTSS Process and RtI meetings are held every 4-6 weeks
Instructional Coaches are modeling lessons and providing support for teachers in the classrooms

 

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

The school-level progress monitoring data collected are the results from the Benchmark Assessment System administered 3 times a year in grades K-3 and for Level 1 and Level 2 students in grades 3-5, iReady Diagnostic for reading is administered 3 times a year in grades K-5, I-Ready Standards Mastery is given at the end of unit, I-Ready Growth Monitoring is given every 4 to 6 weeks, Go Math Assessments are given at the middle and at the end of the chapters, TenMarks Assessments are given after each standard has been taught, and Stemscopes Assessment will be given three times a year.  

 

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

Dolphin Bay Elementary ensures the fidelity of students not progressing towards school and district goals by recording Tiered instruction interventions in BASIS and following up with meetings to discuss the outcomes.  Grade levels meet weekly during PLC meetings to align lesson plans with curriculum and assessments, analyze student data, and discuss instructional strategies to best meet student needs.  PLC meetings are Data driven and follow the CARE model to offer remediation and enrichment for students, support the Florida Standards, and  ensure rigor to provide the optimum learning experiences for students.

 

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)?

Grade levels meet weekly during PLC meetings to align lesson plans with curriculum and assessments, analyze student data, and discuss instructional strategies to best meet student needs.  PLC meetings are Data driven and follow the CARE model to offer remediation and enrichment for students, support the Florida Standards, and  ensure rigor to provide the optimum learning experiences for students.  Dolphin Bay Elementary ensures that all classroom instruction is accessible to the full range of learners using Universal Designs for Learning for effective instructional design and delivery by conducting formal and informal observations, conducting data chats, and quarterly collection of lesson plans which reflect the lesson plan checklist criteria.  Instructional practices reflect the use of the WIDA CAN Do descriptors, ESE accommodations and modifications, and Social-Emotional Learners standards. 

 

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

Dolphin Bay Elementary ensures Tier 1 Standards-Based classroom instruction is being implemented properly and effectively by conducting formal and informal observations with the Look Fors in the implementation of the Balanced Literacy Framework and mathematics instruction.  

 

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?

ELA K-5 : Journeys, Newsela, iReady, Phonics for Reading, Elements of Reading, Focus, Fundations, LLI
Mathematics K-5: Go Math Mathematics, TenMarks
Dual Language Classes K-2: Journeys, Senderos, IReady
Science K-5: Science A-Z, Stemscopes
Social Studies K-5: Read Aloud collections, Newsela
Additional teacher created resources.
The school follows the Balanced Literacy Framework, the Fountas and Pinnel Continuum, and has a Resource Book Room with a variety of leveled readers in a variety of genres. 

 

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

Dolphin Bay Elementary implements Broward County Public Schools Social and Emotional Learning Standards to ensure students are developing social and emotional skills through Caring Club, Book Buddies, Dolphin Friends, and through Sanford Harmony’s Diversity and Inclusion classroom lessons, Mindfulness Monday activities school wide on morning announcements.

 

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

Dolphin Bay Elementary explicitly teaches or integrates the five competencies of the Social Emotonal Learning school-wide through Caring Club, Book Buddies, Dolphin Friends, and through Sanford Harmony’s Diversity and Inclusion classroom lessons, Mindfulness Monday activities school wide on morning announcements.

 

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

Promote communication and social skills to interact effectively with others in Caring Club, Book Buddies, Dolphin Friends, and through Sanford Harmony’s Diversity and Inclusion classroom lessons 

Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways through Mindfulness Monday activities school wide on morning announcements, Caring Club, and Sanford Harmony classroom lessons

Apply decision making skills to deal responsibility with daily academic and social situations in Caring Club, Book Buddies, Dolphin Friends, and through Sanford Harmony’s classroom lessons. 

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
The strategies and/or activities that we will use to upscale are as follows: Implement a school-wide Instructional Focus Calendar for ELA using Specific iReady materials aligned to Florida standards, utilize Interim Assessments within the I-Ready program to progress monitor, develop PLC's focused on reviewing I-Ready data in order to identify strengths and weaknesses in order to modify instruction and remediate and enrich students, Teachers will participate monthly in data chats with the principal and support staff focused on looking at Tier 1 data in order to make instructional decisions, Push in/pull out/academic enrichment camps will be implemented with students identified in the bottom quartile in the areas of reading and math, teachers will be involved in professional development in order to assess students and use assessment data in order to drive instruction and to have effective centers and small group instruction aligned to standards. Sandra Nelson, Principal 6/4/2019 Journeys, Benchmark Assessment System, Small group, Balance Literacy, DBQ's, iReady Accountability Funds

BPIE Files

File Name Uploaded Date
3751_11032017_BPIE-2018_19.pdf 9/14/2018