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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

Village ES (1621)

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

Fifth Grade PLC

Monday

10/15/2018 - 10/15/2018

12:00 PM - 3:00 PM

5

Fourth Grade PLC

Monday

10/15/2018 - 10/15/2018

8:30 AM - 11:30 AM

4

Fifth Grade PLC

Tuesday

1st, 3rd

10/2/2018 - 5/21/2019

12:20 PM - 1:05 PM

5

Fourth Grade PLC

Tuesday

1st, 3rd

10/2/2018 - 5/21/2019

2:00 PM - 2:45 PM

4

Third Grade PLCA

Tuesday

1st, 3rd

10/2/2018 - 5/21/2019

1:10 PM - 1:55 PM

3

Second Grade PLC

Tuesday

1st, 3rd

10/2/2018 - 5/21/2019

10:30 AM - 11:15 AM

2

First Grade PLC

Tuesday

1st, 3rd

10/2/2018 - 5/21/2019

8:30 AM - 9:15 AM

1

Kindergarten PLC

Tuesday

1st, 3rd

10/2/2018 - 5/21/2019

9:45 AM - 10:30 AM

K

 


 

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

107

17.00

0.00

0.00

N/A

0.00

01

115

17.00

1.00

0.00

0.00

2.00

02

116

21.00

0.00

0.00

0.00

0.00

03

145

17.00

3.00

0.00

51.00

3.00

04

125

20.00

5.00

0.00

51.00

2.00

05

127

17.00

3.00

0.00

53.00

2.00

 

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

Tier 1: Village Elementary School (VES) uses the Benchmark Assessment System (BAS) to determine scholars' instructional levels in English Language Arts. This data is used to group students and work with them to ensure that their needs are met. For Tier 1 the county reading series in Journeys. Our school is also using novels and books from scholastic to provide guided reading to our scholars. The iReady Diagnostic Assessment is another tool that is used to determine student placement.

In math the iReady Diagnostic Assessment is used to determine instructional groups. Go Math is the core currciulum for Tier I and the Go Math Assessments are how we monitor student progress at Tier 1.

Tier 2: Once a need for an intervention is determined, a student is moved to Tier 2. In reading the intervention currently in place is LLI. Currently we have pull outs happening to get our scholars back to Tier 1. In math the Tier 2 intervention is the Go Math Strategic Intervention. These interventions are done with the classroom teacher.

Tier 3: Leveled Literacy Intervention is also put into place for our Tier 3 students in ELA. In math, the Go Math Intensive Intervention is in place. These interventions are done in the classroom.

To ensure that students are progressing toward school and district goals and that they are receiving the appropriate interventions, the MTSS team meets with the teachers every other week to review the data collected.  The Math and Literacy Instructional Coaches  provide support by modeling lessons and training the teachers on how to use the different intervention programs.
To ensure that the classroom instruction is accessible to the full range of learners using the Universal Design for Learning principles, the teachers have access to multiple research based interventions and assessments.  We make sure we are proactive in identifying the need and providing the appropriate intervention for each student.

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Thursday

1st, 2nd, 3rd, 4th, 5th

9/13/2018 - 5/23/2019

8:30 AM - 2:45 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

File Name

Meeting Month

Document Type

Uploaded Date

Nov_Agenda_Minutes_SignIn.pdf

November

Monitored

3/1/2019

SAC-December.doc

December

None

3/1/2019

February-Agenda_Minutes_Sign-In.pdf

March

None

3/1/2019

January-SAC_Sign-In_Agenda_minutes.pdf

March

None

3/1/2019

1621-Mid-Year-Refelection-2018-2019.pdf

February

None

2/1/2019

School-Advisory-Council-Meeting-Dates.pdf

September

None

11/13/2018

SAF-Agenda-September.pdf

September

None

11/13/2018

SAC-ByLaws.pdf

September

ByLaws

11/13/2018

sip_SAf_Meeting_Minutes_9.18.18.pdf

September

None

11/13/2018

SAC-Meeting-Minutes-September.pdf

September

SAC ByLaws

11/5/2018

SAC-September-Agenda-and-Sign-In-sheet.pdf

September

SAC ByLaws

11/5/2018

Village-Elementary-SAC-Composition.pdf

September

None

11/2/2018

 


 

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?

English Language Arts (ELA) is the focus for improving student achievement. For the past few years we have made slow gains in ELA, but we still have more than 50% of our students who are below level in this area. It is our believe that reading is a fundamental skill that our students need to be successful. It is our belief that improvement in reading will help our students to be more successful in the other content areas. By focusing on this content area, we believe that we can get more and more students to be proficient and that will eventually transfer into the other content areas.

 

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?

  • A new an clear focus on the Interactive Read Aloud and Guided Reading.
  • A clear and concise Instructional Focus Calendar (IFC) has been created for every grade level.
  • The Phonics Word Study program by Fountas & Pinell is being used in our primary grades to build foundational skills.
  • Ready LAFS is being used in the intermediate grades to improve comprehension.

 

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

In alignment with the district, our ongoing progress monitoring tool that we are using in ELA is the Benchmark Assessment System (BAS) in grades K-5. This assessment is issued to all students in grades K-3 three times a year, and students in grades 4-5 who scored a level 1 or 2 on the FSA the previous year three times a year.

For math we are using the Go Math Chapter Assessments that goes along with the Go Math Curriculum.

At our school, we also use the School City platform to create ELA and Math assessments for progress monitoring of the Florida Standards.

 

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

Highly Focused Professional Learning Communities (PLCs)

  • Through our PLCs (guided by our instructional coaches) we take the time to analyze student data and to decide where more time needs to be spent on certain standards to ensure that our students are progressing. We also look for outliers in the data, and find new strategies to use with these students to ensure their success. If students continue to perform below expectancy, RTI strategies are put into place to try and help students to become successful with the academic content.
Multi Tiered Systems of Supports (MTSS)
  • Using a multi tiered system of support, teachers are working to meet the needs of all students.
  • Tier 1 is for every student. These strategies are used by teachers to support all students. Careful attention is given to all students to ensure that their needs are met.
  • Tier 2 strategies are put into place for those students who are the outliers in Tier 1. Separate programs and instructional strategies are put into place to meet the needs of this group of students.
  • Tier 3 strategies are there for those students who fall far below the academic expectations of the school/district. Programs and strategies are put into place for these students to help them become successful with academic content and grade level standards.

 

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)?

In English Language Arts, we are working to implement small group guided reading. Using this strategy, teachers are able to meet the needs of all students. Groups are leveled using BAS data, and teachers work to meet the needs of the students in each group. Likewise, the students work in centers and independent work that are scaffolded and differentiated to meet the needs of all students. In K-2 our goal is to increase foundational skills. In 3-5 our goal is to increase reading comprehension.

In Math, we are working to implement guided math. While this is still a work in progress, teachers are working to meet the needs of all learners. Through differentiated instruction that takes into account the learning styles of the learners in their classes, teachers are ensuing that the needs of all students are met.

 

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

Standards Based Assessment

  • Classroom Walkthroughs (Weekly by coaches and administration)
  • Feedback sessions facilitated by our Instructional Coaches based on Wakthroughs
  • Common formative Assessments and Checkpoints built on the ELA FSA 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?

K-5 Core English Language Arts Text : Journeys

  • For students working in Tiers 2 and  3, we also have Level Literacy Intervention Groups (LLI) in place that help students to get back to grade level.
K-5 Core Mathematics Text: Go Math
  • For students working in Tiers 2 and 3, we also have strategic and intensive intervention programs that teachers can use for intervention strategies.
K-5 Core Science Text: STEMScopes

 

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.

  • A new an clear focus on the Interactive Read Aloud and Guided Reading.
  • A clear and concise Instructional Focus Calendar (IFC) has been created for every grade level.
  • The Phonics Word Study program by Fountas & Pinell is being used in our primary grades to build foundational skills.
  • Ready LAFS is being used in the intermediate grades to improve comprehension.

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Standards-based Instruction Teachers, Nicole Coutain ( Literacy Coach) 6/3/2019 Data Analysis, Guided Reading, Interactive Read Aloud
Clear and Concise Instructional Focus Calendar, Guided Math Implementation, Spiral Review Classroom Teachers; Sheldon Jordan, Math Coach 6/4/2019 NA $0.00
Guided Reading Implementation, Clear and Concise Instructional Focus Calendar Classroom Teachers; Nicole Coutain, Literacy Coach 6/4/2019 Guided Reading PD $0.00
Acaletics, Small Group Guided Math, Math Discourse Classroom Teachers; Sheldon Jordan, Math Coach 6/4/2019 Acaletics PD $0.00
Small Group Guided Reading, Interactive Read Alouds, iReady, Ready Florida Classroom Teachers; Nicole Coutain, Literacy Coach 6/4/2019 Guided Reading PD $0.00
Utilize J&J Bootcamp and combination with STEMScopes 5th Grade Teachers/5th Grade Instructional Coach 6/4/2019 NA $0.00

 

BPIE Files

File Name Uploaded Date
BPIE_2018.pdf 9/18/2018