Select School Year The School Improvement Plan (SIP) is a live document that is subject to change based on School Advisory Council (SAC) recommendations. School Name Plantation Park ES (1251) School Year 2018 - 2019 School Grade B Executive Summary 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 CARE Early Literacy - 21st Century Learning
Tuesday
4th
8/23/2018 - 5/23/2019
2:30 PM - 3:00 PM
Pre K, K, 1, 2, 3, 4, 5 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) 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 84
10.00
0.00
0.00
N/A
0.00
01 84
6.00
0.00
0.00
0.00
0.00
02 89
12.00
0.00
0.00
0.00
1.00
03 114
13.00
3.00
0.00
25.00
3.00
04 102
11.00
0.00
0.00
17.00
1.00
05 95
13.00
2.00
0.00
25.00
1.00
Describe all intervention strategies employed by the school to improve the academic performance of students identified by the early warning system. Students' academic performance are monitored at least weekly and discussed in grade level team meetings. Additionally, grade level teams meet with administration and support staff to share students' data at our monthly CPST and data chats. Students' academic performance are tracked using such reports as BAS, i-Ready, teacher-made assessments, and district assessments. Targeted students are discussed and resources aligned to students' needs during weekly CPST meetings. RtI Team Meeting Schedule Day(s) of Week Week(s) of Month Start/End Dates Start/End Times
Wednesday
1st, 2nd, 3rd, 4th, 5th
9/5/2018 - 5/22/2019
8:30 AM - 2:00 PM 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. Explain the activities in which your school will participate to increase your overall rating. Include specific details. File Name Standards & Indicator Upload Date
4/11/2019
3/19/2019
3/19/2019
3/19/2019
3/17/2019
3/17/2019
3/6/2019
2/27/2019
2/26/2019
2/26/2019
2/26/2019
2/26/2019
2/26/2019
2/26/2019
2/26/2019
2/5/2019
2/5/2019
2/5/2019
2/5/2019
2/4/2019
2/4/2019
2/4/2019
2/4/2019
2/4/2019
10/18/2018
10/16/2018
10/16/2018
10/15/2018
10/15/2018
10/15/2018
10/15/2018
10/15/2018
10/15/2018
10/8/2018
10/8/2018
10/8/2018 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
April SAC ByLaws 4/11/2019
April Monitored 4/11/2019
April SAC ByLaws 4/11/2019
March Monitored 3/17/2019
March Monitored 3/17/2019
March Monitored 3/17/2019
March Monitored 3/6/2019
March Monitored 3/6/2019
February Monitored 2/27/2019
February Monitored 2/27/2019 A+-Program-Funds-Ballot-2-Voting-Results-and-Staff-Signature-Sheets.pdf
December A+ Funds 1/16/2019
November A+ Funds 1/16/2019
January Monitored 1/15/2019
December Monitored 1/15/2019
January Monitored 1/15/2019
December Monitored 12/18/2018
December Monitored 12/18/2018
November A+ Funds 12/18/2018
December SAC ByLaws 12/11/2018
November A+ Funds 11/14/2018
November A+ Funds 11/12/2018
November SAC ByLaws 11/12/2018
November SAF ByLaws 11/12/2018
October A+ Funds 10/25/2018
October A+ Funds 10/25/2018
October A+ Funds 10/25/2018
October A+ Funds 10/25/2018
October A+ Funds 10/16/2018
September A+ Funds 10/1/2018 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. 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? For the 2018-2019 School Year, our school will focus on improving student achievement performance on the FSA ELA (Reading). Specifically, we will increase overall proficiency to 70% (+6 points), learning gains to 70% (+4 points), and learning gains for the lowest quartile to 63%.(+18 points). We have selected Reading as our focus because our FSA ELA data indicate there has been little/no academic growth in this content area among students over the past three years. 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? During the 2018-2019 school year, we will ensure that planning, instruction, assignments, and assessments are aligned to the rigor of the grade level standards. We will ensure students are provided targeted instruction and intervention to meet their individual academic needs. Resources will be available so students will experience enrichment, remediation, and reteach assignments. Teachers will also be provided training based on their needs as reflected through administrative observations and student data. Additionally, there will be deliberate teacher training and support in the areas of small group instruction, differentiated instruction, guided reading, and interactive read aloud strategies. Describe in detail how the BEST Practice(s) will be scaled-up. Our Literacy Coach will model, and PDs will be scheduled, to provide research-based best practices in small group instruction, differentiated instruction, guided reading, and interactive read aloud strategies. As a follow-up, teachers will be provided opportunities to observe highly effective instructional practices among their peers (The Pineapple Chart) and attend school/district trainings. Student artifacts will be discussed and data will be analyzed to determine common errors, patterns in student performance, etc. at least weekly. What specific school-level progress monitoring data is collected and how often? Data is collected at least bi-weekly using iReady Reports. Additionally, data from teacher-made assessments are included in the monthly grade-level data chats. How does the school ensure the fidelity of students not progressing towards school and district goals? Each week, the CPST meets with affected teachers to discuss the progress of students who are performing below grade level. Teachers share the instructional practices and intervention strategies they are using to meet students' academic needs, along with the corresponding resources. Teachers are provided training on how to use the resources as needed. 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)? Our school ensures teachers use a variety of engagement strategies and techniques to build interest in the content being presented. Learning centers, individual assignments and other group assignments are designed to meet the learning styles of students. Additionally, students are encouraged to demonstrate learning in a variety of ways including visual mnemonics, illustrations, journal entries, demonstrations, and projects. How does the school ensure Tier 1 Standards-Based classroom instruction is being implemented properly and effectively? Teachers have been provided their grade level Florida Standards (K-5) and Test Item Specifications (Gr. 3-5). Administrators conduct CWTs to ensure teachers are implementing highly effective tier 1 standards-based instruction and review Plan Books to ensure alignment of lessons to the standards. Teachers are provided academic resources available through the district's Sharepoint portal. Also, teachers are provided common planning time and are encouraged to plan with their team at least bi-weekly. It has been communicated that teachers use the district-provided deconstructed standards (Math and ELA) to guide in planning and delivering instruction, and to ensure that assignments and assessments are aligned to the rigor of the standards. 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? Go Math! K-5 - On Level, Intervention, Reteach
School Improvement Plan (SIP)
(2017 - 2018)
Download/View Executive Summary
BEST PRACTICE #1
A Focused and Authentic PLC
BEST PRACTICE #2
An Embedded High Quality RtI Process
Data For: 2017-2018 (Last updated: 9/18/2019)
Some of the instructional materials used to target students' academic needs in Reading include Explode the Code, Phonics for Reading, Quick Reads, Words Their Way, i-Ready Toolbox, LLI, Rise/Rise-Up, i-Ready LAFS, The Comprehension Toolkit, Write in Reader, Vocabualry.com, and Jan Richardson Strategies.
Some of the instructional materials used to target students' needs in Math include i-Ready MAFS, Engage NY, i-Ready.com, and Go Math! Reteacher and Intensive Intervention.
We monitor to ensure teachers implement highly effective instructional strategies to ensure all students receive quality and impactful Tier 1 instruction every day. Direct training and support is provided to teachers as a part of the schoolwide continuous improvement model.
BEST PRACTICE #3
Optimal Internal/External Relationships
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
Evidence/Artifacts
SCHOOL ADVISORY COUNCIL (SAC)
BEST PRACTICE #4
Scaling Up BEST Practices
Goals
Social Studies (Gr. K-5):
- HMH Social Studies Classroom Library
Science (Gr. K-5):
- StemScopes
- Science A-Z
- Scholastics
ELA (Gr. K-5):
- Journeys - Core
- Scholastic Resource Room
- Non-fiction Reader Cards A-Z
- Fiction Reader Cards A-Z
- Phonics for Reading Level 1, 2 3
- Explode the Code Levels A, B,C
- LLI Gr. 1-5 (1 Blue Kit, 1 Red Kit, 2 Purple Kits, 2 Green Kits 4, 5)
- The Next Step Forward in Reading Intervention - The Rise Framework by Jan Richardson
- Quick Reads
- Rewards
- 6-Minute Solution
- Fundations
Strategies & Activities
Strategies
Persons responsible
Deadline
Professional Development
Budget
Professional Development in Interactive Read Alouds, Guided Reading, Differentiated Instruction, Small Group Instruction
Mardi Dilks, Literacy Coach
6/30/2019
Interactive Read Aloud, Guided Reading, Small Group Instruction, Differentiated Instruction
$6,000.00
BPIE Files
File Name
Uploaded Date
BPIE_2018-2019.pdf
2/4/2019
BPIE_2017.pdf
11/5/2018