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

Discovery ES (3962)

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

Discovery Elementary 2018-2019 Professional Learning Communities

Wednesday

2nd, 4th

9/12/2018 - 5/23/2018

2:30 PM - 3:30 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: 9/18/2019)

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

153

24.00

0.00

0.00

N/A

0.00

01

152

20.00

0.00

0.00

0.00

2.00

02

150

15.00

0.00

0.00

0.00

1.00

03

189

16.00

3.00

0.00

32.00

3.00

04

182

16.00

0.00

0.00

42.00

0.00

05

175

10.00

0.00

0.00

24.00

1.00

 

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

The interventions that are being employed at Discovery Elementary to improve the academic performance of the students identified by the early warning system are as follows: First, we investigate what indicators they are exhibiting and establish the correct intervention/plan. Then, depending what the outcome is we provide a mentor, complete home visits, create rewards, involve service providers, create special activities to increase participation and/ or interest, use a push/ pull-out model to assist in working to close the gaps of standards that students are not proficient in (Case by Case Basis).  We also create positive relationships with the students and set high expectations for homework, attendance, behavior, and academic excellence.
The interventions are put in place on a case by case basis through the use of various researched based reading programs such as: the Journey's Write-in Reader, Sight Word Fluency, Oral Reading Fluency (ORF), Benchmark Assessment (BAS), Super QAR, Wilson's Fundations, Element of Vocabulary, i-Ready, Reflex Math, Quick Reads, Fountas and Pinnell Phonics, Spelling, and Word Study System, and the Reading Intervention Program.

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Monday

1st, 3rd

9/17/2018 - 5/21/2019

8:30 AM - 2:00 PM

 

School Counseling Plan File

File Name Upload Date

School-counseling-PLAN.pdf

10/1/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

SEL-Action-Plan-2018-DISCOVERY-3962.pdf

11/26/2018

 


 

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-4.26.19-.pdf

August

Monitored

8/19/2019

SAF_Signin_4_24_19.pdf

April

None

4/29/2019

SAC-Signin_4_24_19.pdf

April

Developed

4/29/2019

SAF-Bylaw-2018-2019.pdf

April

SAF ByLaws

4/26/2019

SAC-Agenda-4.24.19.pdf

April

Developed

4/26/2019

SAF-Agenda-4.24.19.pdf

April

None

4/26/2019

SAF-Minutes-3.20.19.pdf

April

None

4/26/2019

SAC-Minutes-3.20.19.pdf

March

Developed

3/21/2019

SAF_Sign-in_3.20.19.pdf

March

None

3/21/2019

SAC_Sign-in_3.20.19.pdf

March

Developed

3/21/2019

SAC_Sign-in2-27-19_.pdf

February

Monitored

3/20/2019

SAF_sign-in_2-27-19.pdf

February

None

3/20/2019

SAF-Minutes-2-26-19-.pdf

February

None

3/20/2019

SAF-Agenda-2-26-19-.pdf

February

None

3/20/2019

SAC-Agenda-2.27.19.pdf

February

Monitored

3/20/2019

SAC-Agenda-3.20-1.pdf

March

Developed

3/20/2019

SAC-Minutes-2.27-1.pdf

February

Monitored

3/20/2019

SAF-Agenda-3.20-1.pdf

March

SAF ByLaws

3/20/2019

SAC-Minutes-1.16.19.pdf

January

A+ Funds

2/27/2019

SAC-Agenda-1.16.19.pdf

January

Developed

2/8/2019

SAC_-Composition-REVISED_1-16-19.pdf

January

None

2/8/2019

SAC_Sign-in_12_19_18.pdf

December

A+ Funds

2/8/2019

SAC_Agenda_12-18-18.pdf

December

A+ Funds

2/8/2019

SAC-Minutes-12.19.18-2.pdf

December

A+ Funds

2/8/2019

MID-YEAR-REFLECTION-FORM-2019.pdf

February

None

2/8/2019

A+-Voting--Ballot--and-meeting.pdf

January

A+ Funds

1/28/2019

SAC-Composition_2018.pdf

November

None

11/7/2018

SAC-Minutes-10.17.18.pdf

October

SAC ByLaws

11/2/2018

SACSign-in_10-17-18.pdf

October

Monitored

10/17/2018

SACAgenda_10-17-18.pdf

October

Monitored

10/17/2018

DES-2018-2019SAC-Bylaws.pdf

October

SAC ByLaws

10/17/2018

Sign-in_9-26-18.pdf

September

Monitored

10/11/2018

SAC-Agenda_9-26-18.pdf

September

Monitored

10/11/2018

SAC-Minutes-9.26.18.pdf

September

Monitored

10/11/2018

 


 

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?

The areas below will primarily be the focus for improving student achievement.  These strands were identified as the areas of weaknesses based on the 2018 FSA scores. 
ELA:   
Integration of Knowledge and Ideas
Key Ideas and Details    
 
Math: 
Measurement Data, and Geometry

 

 

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?

 
Discovery Elementary will continue to monitor these math and ELA strands through our Professional Learning Communities (PLCs).  The teachers will also use the Prompting Guides, Literacy Continuum, and Data to guide instruction, differentiate centers, and target specific areas of need. We will also incorporate the districts new initiative Debate, in grades 3-5. Teachers will integrate and evaluate content presented in diverse media and formats including visually and quantitatively as well as in words.  

 

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

PLCs

  • These practices will be scaled up by allowing teachers to collaborate and work together to analyze their data and identify the needs of the lowest quartile in reading.
  • Teachers will problem solve how to meet these needs by sharing best practices and identifying research-based resources to enhance this subgroups achievement.
  • Teachers will follow Broward County's CARE Cycle and ensure that they are remediating and enriching the students
Balanced Literacy
  • Teachers will use BAS Data to Identify reading levels of these students
  • Teachers will model what proficient readers sound like in an interactive read-aloud, targeting specific standards and exposing them to on level vocabulary and text 
  • Teachers will have shared readings to dive deeper into On level text 
  • Teachers will conduct guided reading groups using the instructional level of the students 
  • Teachers will allow time for independent reading and writing so students can apply their newly learned skills.  This will allow time for double dose and interventions to close gaps and raise achievement in this subgroup.

 

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

  • Benchmark Assessment Systems (BAS) is conducted three times a year or more as needed.  
  • Checkpoints are conducted quarterly in Math, ELA, Science, and Writing.
  • IReady is conducted three times a year.
  • Beginning, Middle, and End of year Go Math assessments are also conducted.  
  • STAR is conducted quarterly

 

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

Students are placed into RTI and receive tier 2 and tier 3 interventions.  These interventions are monitored by the MTSS team.  The interventions are put in place on a case by case basis through the use of various researched based reading programs such as: the Journey's Write-in Reader, Sight Word Fluency, Oral Reading Fluency (ORF), Benchmark Assessment (BAS), Super QAR, Wilson's Fundations, Element of Vocabulary, i-Ready, Reflex Math, Quick Reads, Fountas and Pinnell Phonics, Spelling, and Word Study System, and the Reading Intervention Program.

 

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 PLCs and common planning time, teachers are able to collaborate and plan high-quality core instruction.  The teachers are focused on utilizing the components of a balanced literacy framework to meet the varied needs of all learners. Teachers are learning to use the Literacy Continuum, prompting guides, and Data differentiate and individualize instruction based on the needs identified.   During PLCs the teachers are brainstorming and sharing ideas of different ways of stimulating students’ interest and motivation for learning, different ways to present information and content, and different ways that students can express what they know based on their individualized needs.  

 

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

Focused walk throughs will be conducted to monitor that the components of balanced literacy are evident and being done correctly.  Teacher leaders will be provided opportunities to attend trainings and will be responsible to share in PLCs.  

  • Teachers will use BAS Data to Identify reading levels of these students
  • Teachers will model what proficient readers sound like in an interactive read-aloud, targeting specific standards and exposing them to on level vocabulary and text 
  • Teachers will have shared readings to dive deeper into On level text 
  • Teachers will conduct guided reading groups using the instructional level of the students 
  • Teachers will allow time for independent reading and writing so students can apply their newly learned skills.  This will allow time for double dose and interventions to close gaps and raise achievement in this subgroup.

 

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?

At Discovery Elementary School teachers use content area anchor texts for read alouds and authentic leveled literature and informational texts for guided reading and independent work. Interventions are used based on the need some of  the use of various researched based reading programs such as: the Journey's Write-in Reader, Sight Word Fluency, Oral Reading Fluency (ORF), Benchmark Assessment (BAS), Super QAR, Wilson's Fundations, Element of Vocabulary, i-Ready, Reflex Math, Quick Reads, Fountas and Pinnell Phonics, Spelling, and Word Study System, and the Reading Intervention Program. .  

 

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

Discovery Elementary provides direct instruction in skills that enable students to succeed in college, career, and life by being responsible citizens and decision makers. By teaching and embedding these standards we are enabling students to see themselves and others in a positive light, manage emotions, set and achieve goals and solve problems they encounter effectively.

 

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

These five competencies of Social and Emotional Learning are explicitly taught several ways. It is promoted through explicit instruction and also integrated across classroom instruction and academic curriculum. Some examples are how the teachers build relationships with their students, how the students build relationships with each other, and how conflict and discipline are addressed.

 

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

At Discovery Elementary we put a focus on building relationships between student-student, adult-student, and adult-adult.  We also have implemented a use positive behavior plan that focuses on positive discipline policies.  As well as invest time and resources for inside and outside of the classroom. 

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Browards CARE Cycle Inservice Facilitor, Administration, Curriculum 5/23/2019 None None
Curriculum Specialist/ Adminstration Team 6/3/2019 Balanced Literacy Trainings $5,000.00

BPIE Files

File Name Uploaded Date
Discovery-Elementary-BPIE_2018.pdf 4/16/2019