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 |
Pines Lakes ES (2861) |
School Year |
2018 - 2019 |
School Grade
(2017 - 2018) |
B |
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 |
PLE - Literacy PLC (Day 16/17/18 of the 20 day cycle) - Days vary |
Wednesday
|
|
9/6/2018 - 5/31/2019
|
1:50 PM - 2:50 PM
|
Pre K, 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 |
94 |
28.00
|
2.00
|
0.00
|
N/A
|
2.00
|
01 |
81 |
13.00
|
0.00
|
0.00
|
0.00
|
0.00
|
02 |
87 |
14.00
|
0.00
|
0.00
|
0.00
|
0.00
|
03 |
74 |
18.00
|
2.00
|
0.00
|
26.00
|
3.00
|
04 |
92 |
17.00
|
1.00
|
0.00
|
24.00
|
0.00
|
05 |
105 |
16.00
|
2.00
|
0.00
|
29.00
|
1.00
|
|
|
Describe all intervention strategies employed by the school to improve the academic performance of students identified by the early warning system.
Pines Lakes Elementary provides students with educational opportunities stemming from the Florida Standards (Math and Language Arts)/Next Generation Sunshine State Standards (Science). At PLE we use a variety of internal progress monitoring practices that align with grade level standards. With the help of and support of content area specialist coaches and resource teachers, we provide each grade level with a scope and sequence that allows the time to teach, assess, adjust methology based upon student preformace data, and reassess to ensure student understanding.
All students are exposed to the aforementioned tier 1 instructional program. However, teachers use interventions with students that are not meeting grade level expectations. Using a data driven approach, small group teacher led instruction is provided using research based materials and methodology. Results are graphed to allow the Response to Intervention (RtI) team to review each case with the teacher and parent. At meetings, all members are able to provide input to ensure the best plan is developed and monitored for each student. This process also occurs with behavior concerns.
To address literacy intervention at our school, our teachers employ a variety of programs and delivery techniques that are research-based that target specific deficiencies. Programs include the use of Fundations, Levelled Literacy Instruction (LLI), Phonics for Reading, Quickreads, and the i-Ready teacher toolbox. For mathematics, teachers have access to the i-Ready teacher toolbox, Touchmath, and the Go Math! adoption intervention books.
Behavioral intervention strategies are employed in the classroom and supported through our ESE specialist. Students use visual schedules, incremental time feedback systems, checklists, and social stories to help them to be successful academically.
|
|
RtI Team Meeting Schedule
Day(s) of Week |
Week(s) of Month |
Start/End Dates |
Start/End Times |
Monday
|
1st, 2nd, 3rd, 4th, 5th
|
9/6/2018 - 5/27/2019
|
8:30 AM - 1:30 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?
The content area we are focusing on for student achievement in 2018-19 is ELA. We are focused on providing high quality-standards based instruction that is targetted to individual student needs. Our focus this year is to increase learning gains and lowest quartile learning gains in ELA, as they were our lowest areas of achievement.
|
|
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?
The best practices that we will scale up will be our PLCs.
|
|
Describe in detail how the BEST Practice(s) will be scaled-up.
In 2017-18, we had great gains in mathematics due to a data-driven process. We aim to replicate that success in ELA through the same process of using student work samples, standards breakdowns, and item analysis to drive our remediation and enrichment process.
|
|
What specific school-level progress monitoring data is collected and how often?
At PLE, we use a hybrid of I-ready/SchoolCity/StemScopes to progress monitor on a three week rotational basis.
|
|
How does the school ensure the fidelity of students not progressing towards school and district goals?
Each teacher is responsible for monitoring student data. Coaches and administration have weekly meetings where they review student and teacher data. Using the cycle assessments coaches and administration conduct a thorough review on a three week rotational schedule. Support is provided for teachers and students as the data indicates the areas of specific need.
|
|
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)?
Teachers are exposed to a wide variety of training both internally and externally through BCPS. We aim to help each teacher continue to grow by providing choice based and assigned professional development opportunities.
|
|
How does the school ensure Tier 1 Standards-Based classroom instruction is being implemented properly and effectively?
Classroom walkthroughs, Lesson Plan collection, formal reviews of progress monitoring data.
|
|
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?
We use district adopted materials for core subject area instruction, however, many of our teachers use materials outside of the scope of district adoption. By breaking down the standards, teachers are able to drive instruction using alternative means to ensure students are exposed to a wide variety of strategies.
|
|
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.
Based on our State assessment results PLE decreased in ELA proficiency by 1%, decreased in learning gains by 5% and decreased in lowest quartile learning gains by 6%. PLE will change our instructional plan to focus on individual student learning needs. PLCs will focus on interventions for all learners. The implementation of CLI coaching for select teachers will support lesson planning and implementation for ELA.
|
|
|
Strategies & Activities
| Strategies |
Persons responsible |
Deadline |
Professional Development |
Budget |
| Teachers will use personalized learning maps to provide each child with instruction to meet their identified academic areas of opportunity. |
Teachers, Coaches, Administration |
|
I-Ready Training / Applicable support as needed contingent upon the programs utilized |
$8,000.00
|
| Teachers will identify the target population, calculate the number of developmental scale points a student must earn to have a learning gain. |
Teachers, Coaches, Admin |
10/22/2018
|
Drive By Data (admin) protocols will be used to help teachers to see the positive impact of instruction |
|
|
BPIE Files