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 |
Broward Estates ES (0501) |
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 |
3-5 FSA Test Administration Procedures |
Tuesday
|
4th
|
4/23/2019 - 4/23/2019
|
3:15 PM - 4:15 PM
|
K, 1, 2, 3, 4, 5
|
Helping Students Deal With Test Anxiety |
Tuesday
|
2nd
|
4/9/2019 - 4/9/2019
|
3:15 PM - 4:15 PM
|
K, 1, 2, 3, 4, 5
|
Follow-Up: Preparing Students for Test Success |
Tuesday
|
4th
|
3/19/2019 - 3/19/2019
|
3:15 PM - 4:15 PM
|
K, 1, 2, 3, 4, 5
|
3-5 Preparing Students for Test Success |
Tuesday
|
2nd
|
3/5/2019 - 3/5/2019
|
3:15 PM - 4:15 PM
|
K, 1, 2, 3, 4, 5
|
Follow-Up: K-5 Hands on Science |
Tuesday
|
4th
|
2/19/2019 - 2/19/2019
|
3:15 PM - 4:15 PM
|
K, 1, 2, 3, 4, 5
|
Hands-On Science |
Tuesday
|
2nd
|
2/5/2019 - 2/5/2019
|
3:15 PM - 4:15 PM
|
K, 1, 2, 3, 4, 5
|
Follow - Up: Using Technology to Engage Students in Learning |
|
|
1/22/2019 - 1/22/2019
|
3:15 PM - 4:15 PM
|
K, 1, 2, 3, 4, 5
|
Using Technology to Engage Students in Learning |
Tuesday
|
2nd
|
1/8/2019 - 1/8/2019
|
3:15 PM - 4:15 PM
|
K, 1, 2, 3, 4, 5
|
Analyzing Student Data - I-Ready Diagnostic #2 |
Tuesday
|
3rd
|
12/18/2018 - 12/18/2018
|
3:15 PM - 4:15 PM
|
K, 1, 2, 3, 4, 5
|
Follow- Up - Analyzing Student Work |
Tuesday
|
5th
|
11/27/2018 - 11/27/2018
|
3:15 PM - 4:15 PM
|
K, 1, 2, 3, 4, 5
|
Analyzing Student Data K-5 Writing |
Tuesday
|
5th
|
10/30/2018 - 10/30/2018
|
3:15 PM - 4:15 PM
|
K, 1, 2, 3, 4, 5
|
K-2 Analysis of Student Work - Focused on the implementation of the BCPS Interactive Read-Aloud Lessons 3-5 Implementation of Student Work - Focus on the implementation of center activities aligned to Mathematical Practices |
Tuesday
|
3rd
|
10/16/2018 - 10/16/2018
|
3:15 PM - 4:15 PM
|
K, 1, 2, 3, 4, 5
|
K-2 Literacy Centers/3-5 Literacy Center Activities Aligned to Mathematical Practices |
Tuesday
|
1st
|
10/2/2018 - 10/2/2018
|
3:15 PM - 4:15 PM
|
K, 1, 2, 3, 4, 5
|
K-2 Implementing the BCPS Interactive Reading Lesson Plan |
Tuesday
|
3rd
|
9/18/2018 - 9/18/2018
|
3:15 PM - 4:15 PM
|
K, 1, 2
|
Analyzing Student Data-I-Ready Diagnostic 1 & RTI Referral Submission |
Tuesday
|
2nd
|
9/4/2018 - 9/24/2018
|
3:15 PM - 4:15 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: 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 |
56 |
14.00
|
0.00
|
0.00
|
N/A
|
0.00
|
01 |
63 |
12.00
|
1.00
|
0.00
|
0.00
|
0.00
|
02 |
58 |
7.00
|
0.00
|
0.00
|
0.00
|
0.00
|
03 |
76 |
11.00
|
0.00
|
0.00
|
30.00
|
2.00
|
04 |
94 |
15.00
|
1.00
|
0.00
|
43.00
|
2.00
|
05 |
68 |
13.00
|
1.00
|
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.
|
|
RtI Team Meeting Schedule
Day(s) of Week |
Week(s) of Month |
Start/End Dates |
Start/End Times |
Monday
Thursday
|
1st, 2nd, 3rd, 4th, 5th
|
10/1/2018 - 5/23/2019
|
9:00 AM - 2:30 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 |
|
| 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
|
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?
Instructional coaches provide teachers with school-wide instructional focus calendars for each subject ares. During the 21 day instructional cycle, the teachers must teach standards, assess the students understanding and provide remediation for students that didn't score a 70% or higher. Evidence that is collected to ensure that classroom instruction is aligned is data from school wide Show What You Know assessments progress reports from iready reading and math. Instructional coaches also meet with grade levels during common planning to assist teachers in planning and providing resources. Class room walk throughs and observations are also conducted by administration as well as instructional coaches.
|
|
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?
In addition to using texts from core supplemental, and intervention programs, we have purchased the National Geographic magazines to extend content area learning. This resource provides relevant content across subject matters, adjusted based on grade level. We also have access to Newsela, which is a site that offers current event articles across various content areas. This site allows the reader to adjust the Lexile level of the passages to meet the needs of the readers and the teacher can assign articles to the students to read. Our reading resource room is an additional source for informational text and teachers are supported by the Literacy Coach as they select text to address student needs as well as the Language Arts Florida Standards that address integrating knowledge and information, which our FSA data indicated as an area for growth across our school.
|
|
Describe in detail how the BEST Practice(s) will be scaled-up.
As evidenced in our SES Band Data, Literacy is our greatest area of need. We have selected to focus on this area due to the lack of student proficiency that we are continually faced with. Our trend data indicates growth in learning gains, but proficiency is still lacking. Honest reflection and collaborative conversations have made it clear that the issues our 3rd-5th grade readers struggle with our rooted in a lack of foundational skills. Our Benchmark Assessment Data as well as our iReady reading data indicates a need for phonics and vocabulary instruction in the intermediate grades. To cease this issue, our team is focused on instructional support for primary teachers and researched based interventions for our primary students. This work is in an effort to ensure that all K-2 students are proficient in reading by the start of third grade.
|
|
What specific school-level progress monitoring data is collected and how often?
This year we will scale up small group guided reading instruction as a BEST Practice. Research shows that teacher integration of literacy-related instructional strategies facilitates student learning across all content areas. With the use of content-specific information, it is through the literacy skills of reading, writing, listening, speaking, viewing and presenting that students acquire and retain content knowledge and content-specific abilities. As a result, Broward Estates will scale-up this BEST practice by the following: Data-Driven Instruction, Standards-Based Lessons, Effective Teaching Strategies, Ability Grouping, Timed Rotations, One-on-One Instruction and reoccurring Teacher Feedback.
|
|
How does the school ensure the fidelity of students not progressing towards school and district goals?
Small group guided reading instruction as a BEST Practice will be scaled up in detail by the following:
- Rereading familiar texts
- Book introduction
- Reading of a new text
- Post-reading discussion
- Follow-up activities
In addition, guided reading binders will be provided to all K-3 teachers on Friday, October 20th which will include look fors, lesson plan templates, information on shared and interactive read alouds, and decoding and comprehension strategy reference sheets. The Fountas and Pinnell prompting guides will also be distributed. Each grade level will receive modeling and push-in support on how small group guided reading is took look like in their individual classrooms.
|
|
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)?
To ensure that learning is accessible for all learners, our teachers deliver instruction in whole group first, which allows them to teach the standards at grade level, to all students. Then, the teachers address the ability and skill needs of students through small group instruction. These method of instructional delivery ensures that all learners have access to grade level and ability level content.
|
|
How does the school ensure Tier 1 Standards-Based classroom instruction is being implemented properly and effectively?
Tier 1 Standards-Based classroom instruction at Broward Estates Elementary will be implemented properly and effectively through a balanced literacy approach. The Balanced Literacy Approach has five elements to develop our scholars into lifelong readers which include read-alouds, guided reading, shared reading, independent reading and word study. Each area will be supported through our professional development calendar and professional learning communities. In addition, our Literacy Coach will conitnually model and monitor the expectations for the Balanced Literacy Approach.
|
|
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?
To ensure that all students have access to a balanced literacy block, the teachers facilitate the following:
-Whole group interactive read alouds using BCPS created lesson plans and science/social studies based text
-Whole group shared reading lessons using complex text and grade appropriate reading strategies
-Small group guided reading using our Scholastic Leveled Library
-RTI interventions using the Journeys Toolkit
|
|
|
Strategies & Activities
| Strategies |
Persons responsible |
Deadline |
Professional Development |
Budget |
| Support integrated instruction via PLCs, PD, and Coaching Support |
Literacy Coach |
5/31/2019
|
Bi-weekly professional development and PLC's to support this goal |
|
| Support standards based instruction via PLCs, PD, and Coaching Support |
Tamara Florence; Rasheeda West; Cyntheria Hunt |
5/31/2019
|
Bi-weekly professional development and PLC's to support this goal |
|
| Support Interactive Read Alouds via PLCs, PD & Coaching Support |
Tamara Florence; Rasheeda West; Cyntheria Hunt |
5/31/2019
|
Bi-weekly professional development and PLC's to support this goal |
|
|
BPIE Files