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 |
Park Ridge ES (1951) |
School Year |
2018 - 2019 |
School Grade
(2017 - 2018) |
C |
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 |
5th Grade Math PLC and Science/ Literacy PLC |
Monday
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1st, 3rd
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-
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9:00 AM - 11:00 AM
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5
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3rd Grade Math PLC |
Wednesday
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1st, 3rd
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-
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9:00 AM - 10:00 AM
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3
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3rd grade Science/ Literacy PLC |
Tuesday
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3rd
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-
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9:00 AM - 10:00 AM
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3
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2nd Grade Phonics PLC |
Tuesday
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4th
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-
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9:00 AM - 10:00 AM
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2
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2nd Grade Science/ Literacy PLC |
Tuesday
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3rd
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-
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9:00 AM - 10:00 AM
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2
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1st Grade phonics PLC |
Tuesday
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3rd
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-
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9:00 AM - 10:00 PM
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1
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1st Grade Science/ Literacy PLC |
Tuesday
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3rd
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-
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9:00 AM - 10:00 AM
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1
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Kinder Phonics PLC |
Tuesday
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3rd
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-
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9:00 AM - 10:00 AM
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K
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4th Grade Science/ Literacy PLC |
Monday
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2nd, 4th
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-
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9:00 AM - 10:00 AM
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4
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4th Math grade |
Monday
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1st, 3rd
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-
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9:00 AM - 10:00 AM
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4
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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 |
103 |
17.00
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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 |
102 |
24.00
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0.00
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0.00
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0.00
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4.00
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02 |
87 |
13.00
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0.00
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0.00
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0.00
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3.00
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03 |
80 |
14.00
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0.00
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0.00
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31.00
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1.00
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04 |
73 |
12.00
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1.00
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0.00
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38.00
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0.00
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05 |
81 |
14.00
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0.00
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0.00
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30.00
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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.
-Park Ridge Elementary has an established RtI process in place to ensure that students with early warning indicators are monitored. Support is provided in a number of ways:
1) School-wide behavior team and plan to assist with student behaviors and referrals. Support can include classroom or individual behavior plans, individual or group counseling, we have outside agencies providing counseling, and we also have a full time social worker to provide support and resources for families and student in need.
2) Comprehensive attendance plan is in place to asisst with student attendncace. This team conists of our school counselor and social worker so that referrals and support can be given at a level higher than the school can provide. Our attendance plan also rewards students for perfect attendance. We have support from outside agencies with helping break down barriers whenit comes to student attanedance.
3) Curriculum is one of our early warning indicators. Students below grade level and those with early warning indicators show slow or non-steady progress. These students are provided double and triple dosing in the classroom utelizing research based interventions. in addition, we have a matrix of services that provide push in and pull out services. We have after shcool learning opportunities by coaches and teachers as well.
* In order to ensure proper communication with stakeholders regarding student needs, parents and teachers are included in all conversations regarding interventions provided. Interventions are monitered to ensure student growth in any of the areas listed above.
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RtI Team Meeting Schedule
Day(s) of Week |
Week(s) of Month |
Start/End Dates |
Start/End Times |
Tuesday
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10/12/2018 - 10/12/2018
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1:30 PM - 3:00 PM
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Tuesday
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10/12/2018 - 10/12/2018
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9:00 AM - 12:00 PM
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Wednesday
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10/10/2018 - 10/10/2018
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1:30 PM - 3:00 PM
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Wednesday
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10/10/2018 - 10/10/2018
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9:00 AM - 10:30 AM
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Wednesday
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10/17/2018 - 10/17/2018
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1:20 PM - 2:05 PM
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Wednesday
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10/17/2018 - 10/17/2018
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10:10 PM - 10:25 AM
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Wednesday
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10/17/2018 - 10/17/2018
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9:50 AM - 10:05 AM
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Wednesday
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10/17/2018 - 10/17/2018
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9:10 AM - 9:25 PM
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Wednesday
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10/17/2018 - 10/17/2018
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8:50 AM - 9:05 AM
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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?
Last year, we made great strides in terms of student growth and learning gains. However, we notice that we still have a long ways to go in terms of proficiency. While we will keep addressing the needs of our struggling students in order for us to close learning gaps and to ensure they are making leanring gains we will focusing reading proficiency and comprehension.
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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?
This year we have restructured our Power Hour so that students are grouped homogeneously (by reading ability based on assessment data) for intensive reading instruction.
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Describe in detail how the BEST Practice(s) will be scaled-up.
In addition to our regular reading block, during this reading power hour, students will "walk to read" so that in their group they will receive a full hour of intensive instruction at their level. Students needing remediation will be with a teacher utilizing appropriate strategies, resources, and curriculum designed to address their needs. While students approaching grade level, on grade level, and above grade level are with different teachers receiving appropriate instruction to challenge and move them as well. In collaboration with our reading coach, teachers analyze data to determine how to group the students, decide on appropriate interventions, and determine necessary resources. Additional support from coaches, admin, volunteers, and non-instructional staff members all push in to offer additional support focusing on the need to close gaps but also to increase proficiency. Our "Bubble Kids," those that can easily pushed up from one group to the next, will receive additional support during our Dolphin camps (extended learning opportunities) so that we can accelerate their progress and move them up to a group that will best meet their needs.
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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)?
All classrooms are equipped to be able to provide studnets with many different types of learning styles. Each student has the ability to go onto the computers to work on I ready and other programs to enhance their reaidng levels. We provide daily push in and pull out support for those studnets who need extra help outside and inside of the classroom.
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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?
Our partnership with Discovery educations ensures all our teachers have access to a wealth of valuable digital resources throughout the Discovery education network including access to articles, videos, and full documentaries. Discovery coaches are on campus monthly to assist teachers in order to ensure that they have the knowledge of and are successfully utilizing these resources. In additional to digital resources available, in the beginning of last year, every teacher received an entire class library of non-fiction books and magazines for them to use in their classrooms with students. The media center also has a variety of books, magazines, and other resources. These books are available for students to check out and take home. We also have a partnership with several organizations that do annual book drives. The books collected are then given to our students so that they have books in their home as well. During our open house last year, we had the Broward County Public Library at our school so that parents could sign up for library cards and both parents and students can utilize the resources available there as well.
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Strategies & Activities
| Strategies |
Persons responsible |
Deadline |
Professional Development |
Budget |
| 1) Double dose low performing students before and after school, using LLI program. 2) Provide after school tutoring using standards based instruction materials for students identified as |
Trakina ragin |
6/1/2019
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N/A |
$1200 for substitutes, salaries for camp, Materials
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BPIE Files
| File Name |
Uploaded Date |
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BPIE.pdf
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11/2/2018 |
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