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 Trails ES (3781)

School Year

2016 - 2017

School Grade
(2015 - 2016)

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

ELA

Monday
Tuesday
Wednesday
Thursday

1st, 3rd

9/27/2016 - 5/13/2016

7:30 AM - 3:00 PM

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: 2015-2016 (Last updated: 8/29/2017)

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

196

10.70

0.00

0.00

1

235

6.00

0.00

0.00

2

226

8.40

0.40

0.40

3

222

3.60

0.00

12.50

0.90

4

243

6.60

0.00

13.10

1.20

5

210

8.60

0.50

15.30

2.40

 

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

Park Trails administration meets on a bi-monthly basis with teachers, parents, and support staff to determine student placement in the RtI process.  Teachers gather data to determine which Tier of the RtI Process students who are at least 6 months below grade level are on.  Teachers continually monitor their student's progress and discuss interventions at bi-monthly team meetings.  Reading Specialists offers ongoing professional development to focus on classroom interventions.  

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Thursday

1st, 3rd

8/29/2016 - 6/10/2016

8:30 AM - 2:15 PM

 


 

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

4.37

Governance and Leadership

4.36

Teaching and Assessing for Learning

4.34

Resources and Support Systems

4.27

Using Results for Continuous Improvement

4.24

 

Explain the activities in which your school will participate to increase your overall rating. Include specific details.

The activities in which Park Trails will participate in to increase our overall rating for; Purpose and Direction, are to utilize data to determine our instruction. We use newsletters and surveys to learn what our stakeholders need and want. We utilize our PTA's website, Facebook page, and the school newsletter to get out any information that is needed. However, we don't have all parents involved in these communications. We need to make sure that all parents are aware of these communication tools.  Under Governance and Leadership, the primary focus of the criteria and processes of supervision and evaluation is improving professional practice and ensuring student success. Supervision and evaluation processes are consistently and regularly implemented.
The results of the supervision and evaluation processes are analyzed carefully and used to monitor and effectively adjust professional practice and ensure student learning.  As far as Teaching and Assessing for Learning,  all staff members participate in a continuous program of professional learning Grade Level PLC's that are aligned with the school's purpose and direction. Professional development is based on an assessment of needs of the school. The program builds capacity among all professional and support staff. The program is systematically evaluated for effectiveness in improving instruction, student learning, and the conditions that support learning.  With regard to Resources and Support Systems, school personnel implement a clearly defined, systematic process to determine the counseling, assessment, referral, educational, and career planning needs of all students. School personnel provide or coordinate programs necessary to meet the needs of all students. Valid and reliable measures of program effectiveness are in place, and school personnel use the data from these measures to regularly evaluate all programs. Improvement plans related to these programs are designed and implemented to more effectively meet the needs of all students. By Using Results for Continuous Improvement, Leaders monitor comprehensive
information about student learning, conditions that support student learning, and the achievement of school improvement goals. Leaders regularly communicate results using multiple delivery methods to all stakeholder groups.  We have regular data chats to discuss student achievement. We also use the RTI process for students who are 6 months below grade level academically, or experiencing behavioral concerns that impede their learning in the classroom.

 

Evidence/Artifacts

Standards and Indicators

File Name

Standards & Indicator

Upload Date

5.2-PTE-SAM-PLAN2016.docx

Standard 5: Using Results for Continuous
(5.2)


11/2/2016

2.5-SAC-Composition-Oct2016.htm

Standard 2: Governance and Leadership
(2.5)


10/19/2016

5.4-School-Improvement-Mid-Year-Reflection-2016.docx

Standard 5: Using Results for Continuous
(5.4)


9/20/2016

5.3Data-Chats-K-5.docx

Standard 5: Using Results for Continuous
(5.3)


9/20/2016

4.1Staff-Roster2015-2016.pdf

Standard 4: Resources and Support Systems
(4.1)


9/20/2016

3.7-Professional-Learning-Schedule.pdf

Standard 3: Teaching and Assessing for Learning
(3.7)


9/20/2016

3.3-PTE-Professional-Development-Plan.docx

Standard 3: Teaching and Assessing for Learning
(3.3)


9/20/2016

3.3-IOBSERVATION-Report-2.pdf

Standard 3: Teaching and Assessing for Learning
(3.3)


9/20/2016

3.2-BCPS_ReportCards_ProgressReport_Gr35.pdf

Standard 3: Teaching and Assessing for Learning
(3.2)


9/20/2016

4.3-Lockdown-Procedures-2.docx

Standard 4: Resources and Support Systems
(4.3)


9/20/2016

4.3-Fire-Drill-Procedures-2.docx

Standard 4: Resources and Support Systems
(4.3)


9/20/2016

4.3-Fire-Drill-Map-15-16.docx

Standard 4: Resources and Support Systems
(4.3)


9/20/2016

4.3-Evacuation-Procedures-2.docx

Standard 4: Resources and Support Systems
(4.3)


9/20/2016

4.3-Evacuation-Plan.docx

Standard 4: Resources and Support Systems
(4.3)


9/20/2016

3.5-PLC-Focus-for-Grades-K.docx

Standard 3: Teaching and Assessing for Learning
(3.5)


9/20/2016

5.5-SAC-Minutes-January-2016.doc

Standard 5: Using Results for Continuous
(5.5)


9/20/2016

5.5-SIP-Plan.pdf

Standard 5: Using Results for Continuous
(5.5)


9/20/2016

4.2-Copy-of-Lunch-15-16.pdf

Standard 4: Resources and Support Systems
(4.2)


9/20/2016

3.11-Edmodo-PLC.png

Standard 3: Teaching and Assessing for Learning
(3.11)


9/20/2016

3.9-Support-Services-Provided.docx

Standard 3: Teaching and Assessing for Learning
(3.9)


9/20/2016

2.3-Committees-15-16.docx

Standard 2: Governance and Leadership
(2.3)


9/20/2016

3.4-New-ClinEd-Session.docx

Standard 3: Teaching and Assessing for Learning
(3.4)


9/20/2016

3.8-Volunteer-Times.pdf

Standard 3: Teaching and Assessing for Learning
(3.8)


9/20/2016

2.6-Observation.pdf

Standard 2: Governance and Leadership
(2.6)


9/20/2016

5.2--5th-Remediation-and-Enrichment.docx

Standard 5: Using Results for Continuous
(5.2)


9/20/2016

3.10-BCPS_ReportCards_ProgressReport_Gr35.pdf

Standard 3: Teaching and Assessing for Learning
(3.10)


9/20/2016

3.10-BCPS_Report_Card_GR_1.pdf

Standard 3: Teaching and Assessing for Learning
(3.10)


9/20/2016

3.4-Peer-Mentoring.pdf

Standard 3: Teaching and Assessing for Learning
(3.4)


9/20/2016

2.2Code-of-Conduct-15-16.pdf

Standard 2: Governance and Leadership
(2.2)


9/20/2016

3.12-5th-Remediation-and-Enrichment.docx

Standard 3: Teaching and Assessing for Learning
(3.12)


9/20/2016

4.5Technology.pdf

Standard 4: Resources and Support Systems
(4.5)


9/20/2016

4.-4-Media-image2016-01-14-101543.pdf

Standard 4: Resources and Support Systems
(4.4)


9/20/2016

3.6Curricular-Project.jpg

Standard 3: Teaching and Assessing for Learning
(3.6)


9/20/2016

3.5PLC.pdf

Standard 3: Teaching and Assessing for Learning
(3.5)


9/20/2016

3.1LP-Jan.-11---Jan.-15.pdf

Standard 3: Teaching and Assessing for Learning
(3.1)


9/20/2016

3.1-Lesson-Plans.pdf

Standard 3: Teaching and Assessing for Learning
(3.1)


9/20/2016

5.4-Promotion-Criteria-Reading-and-Math.docx

Standard 5: Using Results for Continuous
(5.4)


9/20/2016

2.1-Panther-PressVolIII-15-16.docx

Standard 2: Governance and Leadership
(2.1)


9/20/2016

4.7-Outline-for-Initial-fac-rev.pdf

Standard 4: Resources and Support Systems
(4.7)


9/20/2016

4.6-Support-Services-Provided.docx

Standard 4: Resources and Support Systems
(4.6)


9/20/2016

5.1-CPST-Meeting-Dates-_-Accreditation-Document-_-CAB.docx

Standard 5: Using Results for Continuous
(5.1)


9/20/2016

2.5-SAC-minutes-January-2016.doc

Standard 2: Governance and Leadership
(2.5)


9/20/2016

2.4-SAC-Agenda-February-2015.doc

Standard 2: Governance and Leadership
(2.4)


9/20/2016

1.2Missionstatement.docx

Standard 1: Purpose and Direction
(1.2)


9/20/2016

1.1-TrailblazerAugSept2015-3.docx

Standard 1: Purpose and Direction
(1.1)


9/20/2016

1.3-SIP-2015-2016.pdf

Standard 1: Purpose and Direction
(1.3)


9/20/2016

3.11 PTE SAC Assist Self-Assesment

Standard 3: Teaching and Assessing for Learning
(3.11)


9/20/2016

 

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

SAF-Agenda-February-13,-2017.doc

April

Monitored

4/5/2017

SAF-Agenda-3_20_2017.docx

April

Monitored

4/5/2017

SAF-Minutes_3_20_2017.docx

April

Monitored

4/5/2017

sac-minutes-for-Mar.-20,--2017.doc

April

Monitored

4/5/2017

SAF-Minutes-February-13,-2017.doc

March

Approved

3/3/2017

School-Improvement-Mid-Year-Reflection-2017.docx

March

Approved

3/3/2017

sac-minutes-for-Feb.-13-2017.doc

February

A+ Funds

2/28/2017

SAF-Agenda-January-23,-2017.doc

January

Developed

1/26/2017

SAF-Agenda-January-23,-2017.doc

January

Developed

1/26/2017

SAF-Bylaw-Template.docx

January

SAF ByLaws

1/26/2017

sac-minutes-for-Jan.-23,-2017.doc

January

A+ Funds

1/25/2017

SAC--2015-2016-A+-Money-Proposals-Final.docx

November

A+ Funds

12/9/2016

SAC--2015-2016-A+-Money-Proposals-Final.docx

November

A+ Funds

12/9/2016

sac-minutes-for-Nov.-21,-2016.doc

November

A+ Funds

12/5/2016

SAC-SAF-Meetings.docx

October

Developed

10/24/2016

2.5-SAC-Composition-Oct2016.htm

October

Monitored

10/19/2016

sac-minutes-for-May-2016.doc

May

Monitored

10/19/2016

sac-minutes-for-Sept.-19,-2016.doc

September

Monitored

10/19/2016

sac-minutes-for-Aug.-29,-2016.doc

August

Monitored

10/19/2016

SAC-ByLaws2016.htm

October

SAC ByLaws

10/18/2016

 


 

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?

The content area(s) we will focus on this school year are ELA-Reading and Math for improving student achievement.

 

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 Practice(s) that will be scaled-up to improve teaching and learning in order to increase performance within the SES Band are...

  1. Teachers in PreKindergarten through fifth grade at Park Trails will continue to strengthen the process of writing in the content areas and implement the DOK, Web's Depth of Knowledge to boost critical thinking skills.  Teachers will utilize these questioning techniques in their daily instructions as shown by their iobservation.  
  2. Teachers in PreKindergarten through fifth grade at Park Trails will continue to strengthen the process of writing in the math area by implementing DOK to increase critical thinking skills to be able to write about the process of completing a math problem.

 

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

The BEST Practice(s) will be scaled-up by utilizing databases, internet sources, magazines, and other higher level sources to help students with writing in the content areas.

The BEST Practice will be scaled-up by utilizing math word problems that are more than two steps for children.  Students will be able to utilize math strategies and explain the process in writing and to another student in the in a small group setting .

 

Please complete this section based on 2016-2017 end-of-year results.
Instructional Implications: Discuss the success of specific strategies/activities and provide a rationale as to why those academic improvements occurred as a result of those strategies.

The success of specific strategies/activities we utilized are being implemented with Animated Math Models in BEEP, and Math On the Spot which links the Go Math instructional strategies through Think Central.  The rationale as to why these academic improvements occurred as a result of those strategies is that students have become more aware of the strategies needed in solving more complex math problems. By utilizing higher order thinking skills through Webb's Debth of Knowledge we expect to increase our learning gains.

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Scholastic News Magazines are being utilized in Grades K-5 for writing and informational text. Jill Morgenstein 6/9/2017 Teachers are in Professional Learning Communities and District Trainers are coming to Park Trails to assist with training on the BAS.