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

Challenger ES (3771)

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

3771-5th Grade

Friday

2nd, 4th

8/20/2018 - 5/31/2019

7:45 AM - 9:00 AM

5

3771-4th Grade

Wednesday

2nd, 4th

8/20/2018 - 5/31/2019

7:45 AM - 9:00 AM

4

3771-3rd Grade

Monday

2nd, 4th

8/20/2018 - 5/31/2019

7:45 AM - 9:00 AM

3

3771-2nd Grade

Friday

1st, 3rd

8/20/2018 - 5/31/2019

7:45 AM - 9:00 AM

2

3771-1st Grade

Wednesday

1st, 3rd

8/20/2018 - 5/31/2019

7:45 AM - 9:00 AM

1

3771-K

Monday

1st, 3rd

8/20/2018 - 5/31/2019

7:45 AM - 9:00 AM

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

150

18.00

1.30

0.00

26.00

7.30

01

191

16.20

1.60

0.00

33.50

8.40

02

163

14.10

0.00

0.00

22.10

3.70

03

149

7.40

0.00

0.00

13.40

1.30

04

178

11.80

0.60

0.00

18.00

3.90

05

198

14.60

0.50

0.00

17.20

3.00

 

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

Challenger's Collaborative Problem-Solving Team (CPST) utilizes Broward's Behavioral and Academic Support Information System (BASIS) to determine which students may need additional academic, behavioral or social emotional support according to the early warning indicators. The risk factors that are used as early warning indicators include test scores, attendance and suspentions. Students who have two or more of these indicators will be discussed with the CPST to review universal screening data and deterimine which interventions, if applicable, will be implemented to best meet the students' academic, behavioral or social emotional need.

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Monday

1st

10/1/2018 - 5/1/2019

9:00 AM - 2:30 PM

 

School Counseling Plan File

File Name Upload Date

School-counseling-plan-2018-2019.pdf

10/7/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

SEL-Action-Plan-2018-2019.docx

10/18/2018

SEL-2018-2019-plan.pdf

10/7/2018

 


 

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-04-26-.pdf

May

Monitored

5/10/2019

Composition-sign-in-sheet-4-26-19.pdf

May

Monitored

5/1/2019

SAF-sign-in-sheet-4-26-19.pdf

May

Monitored

5/1/2019

Guest-SAC-sign-in-sheet-4-26-19.pdf

May

Monitored

5/1/2019

SAC-Minutes-04-26.docx

April

Monitored

4/26/2019

SAF-sign-in-sheet-3-15-19.pdf

April

Monitored

4/3/2019

SAC-guest-sign-in-sheet-3-15-19.pdf

April

Monitored

4/3/2019

SAC-Sign-in-Sheet-3-15-19.pdf

April

Monitored

4/3/2019

SAC-minutes-03-15.docx

April

Developed

4/1/2019

SAC-Minutes-02-22.docx

February

Monitored

3/18/2019

SAC-Minutes-02-22.docx

March

Monitored

3/15/2019

SAC-member-sign-in-2-22-19.pdf

February

Monitored

2/26/2019

2-22-19-SAC-guest-sign-in.pdf

February

Monitored

2/22/2019

SAF-sign-in-2-22-19.pdf

February

Monitored

2/22/2019

1-25-19-composition-sign-in.pdf

February

Monitored

2/4/2019

SAF-sign-in-1-25-19.pdf

February

None

2/4/2019

1-25-19-guest-sign-in-sheet.pdf

February

Monitored

2/4/2019

SAC-Minutes-1-25.docx

February

Developed

2/4/2019

1-25-19-agenda.docx

January

Monitored

1/28/2019

SAC-Minutes-1-16-19.docx

January

Monitored

1/21/2019

1-16-19-agenda.docx

January

Approved

1/18/2019

SAF-sign-in-sheet-1-16-19-PM.pdf

January

Developed

1/18/2019

composition-sign-in-sheet-1-16-19PM.pdf

January

Approved

1/18/2019

guest-SAC-sign-in-1-16-19PM.pdf

January

Developed

1/18/2019

Mid-Year-reflection-2018-2019.docx

January

Monitored

1/18/2019

SAC-Minutes-11-30-18.docx

November

Approved

12/6/2018

SAF-sign-in-sheets-11-30-18.pdf

November

Developed

12/6/2018

SAC--guest-sign-in-11-30.pdf

November

Monitored

12/6/2018

11-30-18-Agenda.docx

November

Monitored

11/30/2018

Composition-18-19.pdf

November

Developed

11/14/2018

10-26-18-SAF-sign-in.pdf

October

Developed

11/13/2018

10-26-18-SAC-minutes.docx

October

Developed

11/8/2018

10-26-18-SAC-composition-sign-in.pdf

October

Monitored

10/30/2018

SACbylaws.pdf

October

SAC ByLaws

10/30/2018

10-26-18-SAC-Agenda.docx

October

Developed

10/26/2018

SAF-Agenda-10-26-18.docx

October

Approved

10/26/2018

SAC-signing-guest-sheet-9-21-18.pdf

September

Monitored

9/26/2018

SAC-Attendance-9-21-18.pdf

September

Approved

9/26/2018

5-18-SAC-Minutes.docx

September

Approved

9/25/2018

SAC-Agenda-9-21-18.docx

September

Approved

9/18/2018

 


 

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?

Based on our 2017-2018 FSA Math and ELA we will be focusing on improving our student achievement in the Lowest Quartile/Learning gains. This area was chosen because our letter grade decreased from an " A" to a "B".  Our school will focus in this area because our FSA ELA scores decreased from a 60% to a 56%, and in FSA Math we decreased from a 59% to a 44%. Teachers are incorporating DOK tasks at a level 2 or 3, higher tier vocabulary, and questioning to have students boost critical thinking skills. Instructional Focus Calendars in every grade level gives teachers a directed focus for a 2-3 week period, after which, students are assessed, remediated, and enriched as determined by the data.

 

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?

Based on our 2017-2018 FSA Math and ELA data, we will be focusing on improving our student achievement in these content area. Teachers are incorporating DOK tasks at a level 2 or 3, higher tier vocabulary, and questioning to have students boost critical thinking skills. Instructional Focus Calendars in every grade level gives teachers a directed focus for a 2-3 week period, after which, students are assessed, remediated, and enriched as determined by the data, and small group differentiated instruction.

 

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

  • Professional development provided to teacher on Tier One strategy implementation and generating CPS referrals .
  • Providing data to teachers pertaining to RTI implementation
  • Teachers receive continous trainings on how to dessiminate data to drive instruction.

 

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

We utilize School City as a data driven assessment to progress monitor students defiencies, and mastery of standards based on the curriculum. In addition, we utlilize Reflex Math and iReady data to drive instrcution on a weekly basis and create small group differentiated instruction. We will monitor iReady proficiencies by implementing an iReady incentive program in which 3rd-5th grade classes will be competing for a monthly incentive.

 

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

We implement the C.A.R.E cycle as a framework to guide us to remediate and enrich students in small group instruction and project based learning. In addition we implement the Response to Intervention process to meet the needs of our students deficiences and provide interventions on a weekly basis. 

 

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)?

All teachers differentiate instruction and curriculum to ensure that the needs of all students are met by applying small group instruction, and instructing students at their curent instructional level. Teachers attend PLC's to discuss best practices and analyze data to form small group differentiated instruction. All teachers provide mulitple representations action, expression, and engagement to their diverse learners.

 

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

Classrooms consist of student centered learning where teachers provide guided instruction and students collaborate and independently aquire new skills. Teachers also provide mulitple components of reading, writing, listening, speaking and word study. Teachers monitor the success of Tier 1 strategies through formative and summative assessment.

 

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?

For Core primary grade levels, teachers utilize Journey's and Fountain & Pinella resources. Go Math, 
For Core intermediate grades: Ready Florida curriculumm, Go Math, and Performance Coach, Acaletics, Core Connections
For all grade levels, the interventions being used are: Journey's Toolkit, Leveled Literacy Instruction 
Supplemental: Scholastic, Readworks, Flocabulary, Reflex Math, Study Island.
Each classroom provides a diverse library in their classroom as well as each student has full access all the components of the media center.
 

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Tier 1: Go Math Curriculum and Iready Toolbox, Reflex Math, Math Acaletics. Tier 2: Strategic Go Math Intervention and iReady Assigned Lessons. Tier 3: Go Math Intensive intervention, Touch Math, and iReady small group differentiated instruction/pull out Administration and Instructional Coaches/ Support Staff 6/4/2019 Continous Professional Learning Communities are implemented monthly to analyze data and identify students with deficiencies. Teacher share best practices to plan collaborative lessons and implement effective lessons in the classroom N/A
Accelerating Reading Program with monthly incentives based on a point system Administration and Instructional Coaches/ Support Staff 6/4/2019 Continous Professional Learning Communities are implemented monthly to analyze data and identify students with deficiencies. Teacher share best practices to plan collaborative lessons and implement effective lessons in the classroom N/A
Accelerating Reading Program with monthly incentives based on a point system Tara Zdanowicz 11/30/2018 $6,000.00

BPIE Files

File Name Uploaded Date
BPIE-Challenger.pdf 11/13/2018