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

Park Lakes ES (3761)

School Year

2018 - 2019

School Grade
(2017 - 2018)

C

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

Deconstructed Standards, Depth of Knowledge, Formative Assessment Review, Reviewing Summative Data, Cause Data Analysis

Wednesday
Thursday

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

10/4/2018 - 5/2/2019

7:30 AM - 8:30 AM

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

155

24.50

1.30

0.00

56.10

15.50

01

183

23.00

0.50

0.00

52.50

10.90

02

162

21.60

5.60

0.00

36.40

12.30

03

223

16.10

2.20

0.00

31.80

8.10

04

200

11.50

3.50

0.00

27.00

4.50

05

205

9.80

2.90

0.00

31.20

2.90

 

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

We utilize many resources to improve the academic performance of students identified by the early warning system. This includes, but not limited to, iReady, Leveled Literacy Intervention, Progress Monitoring through School City, Reflex (Math), Science4us (Primary Science), Gizmos (Intermediate Science), FUNDations and the use of a Reading Interventionist and other staff including Instructional Coaches for pullout groups.

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Friday

1st, 2nd, 3rd, 4th

10/12/2018 - 5/3/2019

8:40 AM - 3:00 PM

 

School Counseling Plan File

File Name Upload Date

School-Counseling-Calendar.pdf

9/25/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

Scanned_from_a_Lexmark_Multifunction_Product11-27-2018-080136.pdf

11/27/2018

 


 

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-&-SAF-meeting-dates.docx

November

Monitored

11/2/2018

SACcompositionreport.pdf

October

Developed

10/18/2018

SACsigninsheetsOctober.pdf

October

Monitored

10/18/2018

SACminutesOctober.docx

October

Monitored

10/18/2018

SACsigninsheetsSeptember.pdf

October

Developed

10/18/2018

SACminutesSeptember.docx

October

Developed

10/17/2018

SACagendaSeptember.docx

October

Developed

10/17/2018

SACagendaOctober.docx

October

Monitored

10/17/2018

SACbylaws.docx

October

SAC ByLaws

10/17/2018

 


 

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?

According to the 2018 Florida Standards Assessment in English Language Arts, students’ proficiency levels for the Reporting Category Integration of Knowledge & Key Ideas were below 60%. The target goal is 70% of the students will achieve a level three or higher in the category. Student achievement in this focus area will increase by 20% with strategic and intentional academic instruction. Teachers will provide students with rigorous learning opportunities, which require higher-order thinking skills. Students will engage in literary and informational paired-text during Tier 1 whole group instruction and differentiated small group instruction.

 

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 implemented or scaled-up to improve teaching and learning in order to increase performance are incorporating interactive read aloud, close reads, and shared reading. These best practices are implemented school-wide grades K through five. Teachers carefully select books to read aloud to students focusing on specific standards, vocabulary words, and reading strategies. Students are given the opportunity to interact with each other by engaging in tasks aligned with the reading. Teachers also maximize student learning by close reading the text. Lastly, shared reading is implemented daily to improve student performance.

 

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

: Professional Learning Community will be scaled-up by professional learning taking place using the CARE Cycle. ELA will improve from 45% to 48% in student proficiency. Math will improve from 48% to 51% student proficiency. Strategies/Activities include: focusing on the curriculum, what students and staff know, creating assessments to determine whether students and staff meet expectations, responding to students and staff who do not meet mastery, and responding to students and staff who meet and exceed mastery.  During the PLC the teachers focus on unpacking the standards, planning for instructional cycles and utilizing the conceptual topics to integrate content areas. Teachers also discuss strategies that they can implement in their classrooms depending on their student needs. Coaches, teachers and administrators are responsible for ensuring that the CARE cycle is being implemented. Our PLC communities meet weekly, beginning September and ending in May. Coaches and teaches are encouraged to attended district professional development opportunities which include:
Small Group Guided Reading
Balanced Literacy
Benchmark Assessment Training
Effective Math Block
Measurement, DATA and Geometry
During these professional development opportunities, budget is set aside for these professional development opportunities. PLC’s are monitored by administration. Minutes, agendas and sign-in sheets are reviewed monthly by the in-service facilitator and PD administrator. During the PLC’s teachers and coaches discuss students data from assessments, authentic student work and performance tasks. Based on the student data teachers make instructional decisions to meet the specific needs of students following the CARE cycle.
 

 

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

The school progress monitors various student data. We use BAS for K-3 students and the frequency is August- December, December- February, and February- May. Standard- Based Reading Assessments and Math Check- Points are every 3 weeks for grade 2-5. We have ELA Text- Based Writing Assessments once a month. Science Assessments are every 4 weeks. I- Ready Reading and Math Diagnostic is from August- December, December- February, and February- May. Oral Reading Fluency Assessments are assessed in August, January, and May.

 

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

According to student data, teachers reteach skills and provide opportunities for students to show understanding of the concepts taught by means of performance tasks and guided practice. Students are also given the opportunity to increase their success with push in support to assist in their areas of weakness. On-going progress monitoring tools such as checkpoints, cold reads, student work, interactive journals, performance tasks and center activities. Teachers are also given professional development to increase their knowledge of the standards, skills and concepts that will support the teachers instruction to assist the students that are not progressing towards their goal.

 

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)?

Through PLC’s, professional learning days and attending district professional learning opportunities, teachers prepare and plan effective instruction to meet the needs of all learners. This involves using effective teaching practices, providing differentiate instruction, using different modalities of learning and tracking student data. Teachers focus on the representation of learning the WHAT of learning, action and expression the HOW of learning and the engagement, the WHY of learning.

 

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

The school ensure Tier 1 standards-based classroom instruction is being implemented properly and effectively through accountability of all stakeholders. The team consisting of administration, curriculum coaches, team leaders, teachers, ESE specialist, and guidance counselor meet to disaggregate student data. Once the data is analyzed, a plan of action is developed for all subject areas. Curriculum coaches create grade level standards-based pacing guides for reading/social studies, writing, math, and science. The teachers use the pacing guides when planning lessons aligned to the standards. Teachers also engage in daily planning with curriculum coaches to help with gathering resources needed to successfully impact student achievement. Professional Learning Communities are another important element to ensure Tier 1 standards-based instruction is implemented with fidelity. Teachers share best practices and analyze authentic student work.

 

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 texts that are used for core and supplemental programs are: Journeys, leveled text, mentor text, science and social studies text, Storyworks, Readworks, CommonLit, paired text, text from Keystones, GO MATH!, EngageNY, ReadyMAFS Teacher toolkit
 
The text that are used for intervention programs are: i-Ready lessons, Go Math! Intervention and Strategic Intervention for Go Math!, LLI, Phonics for Reading, Fundations, Quick Reads, 6-Minute Solutions, Journeys Toolkit.

 

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

These are the resources that our school currently uses for SEL.
1. Leaps

2. Sanford Harmony
3. Biblo-Therapy
4.Kid of Character- Publix magazine and videos from Prevention department
5. www.browardprevention.org

 

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

The lessons are taught in the classroom by teachers and the guidance counselor using the resources listed above.

 

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

The lessons focus on self-management, respect, self-esteem, and more. Students make connections with various activities, book discussions with peers, and having the opportunity to share their personal feelings.
 

 

BPIE Files

File Name Uploaded Date
Park_Lakes_BPIE_2018-2019.pdf 11/2/2018