Select School Year |
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School Improvement Plan (SIP) |
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The School Improvement Plan (SIP) is a live document that is subject to change based on School Advisory Council (SAC) recommendations.
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School Name |
Cooper City ES (1211) |
School Year |
2018 - 2019 |
School Grade
(2017 - 2018) |
A |
Executive Summary |
Download/View Executive Summary
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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.
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PLC Name |
Day(s) of Week |
Week(s) of Month |
Start/End Dates |
Start/End Times |
Grade |
Balanced Literacy through the ELA Standards |
Tuesday
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10/9/2018 - 5/21/2019
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2:15 PM - 3:00 PM
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K, 1, 2, 3, 4, 5
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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.
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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 |
118 |
15.00
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0.00
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0.00
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N/A
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1.00
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01 |
122 |
11.00
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0.00
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0.00
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0.00
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0.00
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02 |
136 |
7.00
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0.00
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0.00
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0.00
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1.00
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03 |
141 |
10.00
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1.00
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0.00
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15.00
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3.00
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04 |
120 |
7.00
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0.00
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0.00
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22.00
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2.00
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05 |
147 |
11.00
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1.00
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0.00
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19.00
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0.00
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Describe all intervention strategies employed by the school to improve the academic performance of students identified by the early warning system.
- Within the first six weeks of school, CCE identified all Tier 2 & 3 RtI / PMP Reading and Math students, placed them in a research-based program, and began delivering instruction.
- The school’s established Progress Monitoring data points are used to assess student needs, including BAS, ELA and Math Core Pre-Requisite Tests. .
- Within the first two weeks of school, teachers received lists of students who were scheduled to continue RtI programming from the previous year and these students seamlessly continued their tiered intervention programming from last year to this school year in the areas of reading and math.
- Tiered intervention instruction is delivered by Classroom Teachers, Special Area Teachers, Highly Qualified ESPs, and the Literacy Coach as follows:
- Classroom Teachers and Highly Qualified ESPs - Tier 2 ELA interventions 3 times a week for 20 minutes following the guided lesson plans within the intervention programs with bi-weekly progress monitoring using in-program assessments to monitor and graph progress.
- Elem Ed. Certified Special Area Teachers, Classroom Teachers, and Literacy Coach – Tier 3 ELA interventions 30 minutes pull out daily with bi-weekly progress monitoring using in-program assessments to monitor and graph progress.
- Classroom Teachers – Tier 2 math students use the iReady tools for instruction and tutorials weekly. Based on areas of deficiency identified in iReady, teachers meet students in small groups to receive targeted instruction.
- Monitoring the implementation of all RtI interventions is primarily the responsibility of the Literacy Coach and principal, including observations of lessons and tracking data. Progress monitoring is checked weekly for Tier 2& 3 students by both the interventionist/teacher & principal in order to review areas of concern and to determine plans for continued instruction. Tier 2 student progress is monitored bi-weekly by the classroom teacher to inform instruction and to determine further action.
- Interventions are recorded in BASIS. Data is reported to the Administration and the Support Team through Data Chats, and CPST meetings with parents.
- Typically, students are programmed in interventions for six-week periods. At the conclusion of a six week period, the CPST and the teacher determine if the intervention will continue, discontinue, or if it needs amending. Parents participate in CPST meetings and RtI meetings, which may result in a child being placed in an academic Tier 3 intervention.
- To close learning gaps, the following research-based interventions are taken from the district MTSS plan, and are used with CCE students in the following areas:
- Kindergarten Fundations (phonemic awareness)/LLI
- Grade 1 Phonics for Reading/Reading Mastery (phonics)/Tools For instruction ELA & Math
- Grade 2 Read, Reason, Write/Phonics for Reading/Quick Reads (phonics and reading comprehension)/Tools For instruction ELA & Math/LLI/Curious about Words
- Grade 3 Read, Reason, Write (reading comprehension)STARS & CARS/ STAMS & CAMS/Phonics for Reading/Tools For instruction ELA & Math
- Grade 4 Read, Reason, Write (reading comprehension)STARS & CARS/ STAMS & CAMS/Phonics for Reading/Tools For instruction ELA & Math/Joureys Literacy Tool Kit
- Grade 5 Read, Reason, Write (reading comprehension)STARS & CARS/ STAMS & CAMS/Phonics for Reading/Tools For instruction ELA & Math/Joureys Literacy Tool Kit
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RtI Team Meeting Schedule
Day(s) of Week |
Week(s) of Month |
Start/End Dates |
Start/End Times |
Wednesday
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1st, 2nd, 3rd, 4th, 5th
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9/26/2018 - 4/24/2019
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7:30 AM - 3:00 PM
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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.
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Self-Assessment Ratings
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| Accreditation Standard |
Overall Rating |
| Purpose and Direction |
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| Governance and Leadership |
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| Teaching and Assessing for Learning |
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| Resources and Support Systems |
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| Using Results for Continuous Improvement |
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Explain the activities in which your school will participate to increase your overall rating. Include specific details.
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Evidence/Artifacts
Standards and Indicators
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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.
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SAC Upload Center
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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.
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Goals
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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?
Our focus for the 2018-2019 shcool year is in ELA. By May 2018 Cooper City Elementary ELA proficiency score in the lowest 25% will increase from 53% to 55%as evidenced by the 2018-2019 FSA.
Our primary focus will be to increase learning gains with our lowest 25% of the 4th and 5th grade students. In 2017-2018 FSA, of our 25th percentle students 53% showed learning gains. We hope to increase this by 2% in the 2018-2019 ELA FSA.
In SES band 7 Cooper City is 46 out of 119.
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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?
- Planning and Teaching the standards with rigor and relevance at every grade level
- Standard Based activities
- Standard Based Assessment through i-Read Standard Mastery
- Utilizing Learning Goals and Performance Scales to drive instruction
- Increase rigor and relevance through Document Based Questions - Writing Program grades 4 & 5
- Progress Monitoring of our lowest 25% to increase learning gains.through weekly monitoring of Rti Tier 2 and Tier 3 Data folders.
- Focus on instructional strategies by using Marzano High Frequency Elements and Thinking Maps
- Implementating monthly CARE cycles with common assessment data through PLC
- Deliberate and targeted ELA Planning for our weakest reading cluster (Integration of Knowledge and Ideas)
- BAS Calibration to increase fidelity
- Bi-weekly Curriculum Corners for Professional Development
- Media Specialist focusing on our weakest reading cluster
- Monitoring quarterly data templates to track students progress
- Quarterly data chats -individual and team chats to discuss progress of all students, remediation and enrichment activities
- Streamlining online resources to meet the needs of all students through i-Ready and Canvas
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Describe in detail how the BEST Practice(s) will be scaled-up.
Professional Development will be provided to teachers in relation to DBQ, i-Ready and Balanced Literacy. Teachers will participate in BAS Calibration to successfully screen their students for deficiencies and to provide the targeted intervention. During data chats teachers will be shown how to analyze their students scale scores and compute how many points they will need to make a learning gain. The team will also analyze the weakest strands for each student, group them acordingly and plan instruction to teach the strand with rigor. Going to continue implementing the push in model for VE instead of the pull out. Will organise a Family Academic Night to keep parents informed of all the schools initiatives and programs.
Professional Learning Community(PLC) will tke place bi-monthly utilizing Florida Standard Learning Progression to identify gaps and correct the learning necessary to close the gaps.
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What specific school-level progress monitoring data is collected and how often?
- Weekly blue progress monitoring folder - Tier 2 and Tier 3 data
- i-Ready lowest 30% reports printed for administration
- Standards Mastery Assessments
- monthly writing samples
- Quarterly data chats
- CPST Team meetings
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How does the school ensure the fidelity of students not progressing towards school and district goals?
Cooper city ensures the fidelity of students not progressiing towards school and district goals through informal and formal observations, parent teacher conferences, quarterly data chats, CPST meetings and referrals as needed, and weekly progress monitoring.
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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)?
Classroom instruction is accessible to the full range of learners using UDL through differentiated instruction, collaborative planning, specified student placement for targeted skills interevention groups (phonics for reading, STARS, etc). One to one digital in D3, D4, D5 to support online resources and blended learning. Special teachers align lessons to ELA standards.
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How does the school ensure Tier 1 Standards-Based classroom instruction is being implemented properly and effectively?
- PLC planning and implementation of CARE cycles
- Classroom walkthroughs and observations
- Grade level meetings
- Coach observation and support
- Documentation of Tier 1 strategies and data put in BASIS
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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?
K - Journeys, Fundations, Buzz Books, Reading Mastery, Scholastic Books, Core Social Studies books, Tools for instruction
1 - Journeys, Science scholastic books, core social studies books, Reading mastery, Phonics for reading, Fundations, Tools for Instruction
2 - Journeys, Science Scholastic Books, Core Social Studies, Reading Mastery, Phonics for Reading, Tools for Instruction
3 - Journeys, Science Scholastic Books, Core Social Studies, Reading Mastery, Phonics for Reading, STARS, Tools for instruction, Journeys Tool Kit
4 - Journeys, Science Scholastic Books, Core Social Studies, Reading Mastery, Phonics for Reading, STARS, Tools for instruction, DBQ, Journeys Tool KIT
?5- Journeys, Science Scholastic Books, Core Social Studies, Reading Mastery, Phonics for Reading, STARS, Tools for instruction, DBQ, Journeys Tool Kit
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Please complete this section based on 2018-2019 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.
End of the Year results for 2018-2019:
Our scores for proficiency increased in ELA to 76%!
Annual Learning Gains included moving from 68% in ELA to 69%
Our lowest 25% Annual Learning Gains moved from 49% to 50%.
In Grade 3:
ELA moved from 77% to 78%.
In Grade 4:
ELA moved from 64% to 75%.
In Grade 5:
ELA moved from 68% to 72%.
Major gains in ELA across the board!
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Strategies & Activities
| Strategies |
Persons responsible |
Deadline |
Professional Development |
Budget |
| LEC Camp |
Literacy Coach, Administrative Team, Ligia Gonzalez |
5/1/2019
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webinar on Imagination Training |
$400.00
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| Pull out/Push In groups Grades 3-5 |
Literacy Coach, Administrative Team, Resource Teacher |
6/1/2019
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none |
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| Saturday FSA Camp |
Literacy Coach, Administrative Support Staff, Classroom Teachers |
5/1/2019
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none |
$4,490.96
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BPIE Files