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

Quiet Waters ES (3121)

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

Guided Reading

Wednesday

2nd, 4th

9/26/2018 - 2/27/2019

2:00 PM - 3:00 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: 8/7/2019)

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

205

16.60

0.00

0.00

N/A

0.00

01

204

19.10

0.00

0.00

N/A

0.50

02

200

18.50

0.00

0.00

N/A

0.00

03

230

16.10

0.00

0.00

29.40

15.20

04

199

12.10

1.00

0.00

35.60

6.00

05

240

12.10

0.00

0.00

24.40

4.20

 

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

Quiet Waters Elementary School has a comprehensive Response to Intervention (RtI) program.  The RtI team is comprised of the classroom teacher, school administrators, the RtI coordinator, the school psychologist, the guidance counselor, the literacy coach, the ELL coordinator, parent(s) and several other support personnel.  This team meets on a weekly basis to address the needs of struggling students. 

Intervention strategies employed to increase the academic performance of students include:

  • Academic pull out groups focusing on the specific needs of students
  • Implementation & utilization of Leveled Literacy Intervention (LLI) in primary classrooms
  • Implementation & utilization of Dr. Heggerty's Phonemic Awareness program in primary classrooms
  • Individual behavior plans that monitor and correct specific student behaviors
  • Technology programs that compliment curriculum and provide individual learning paths for students
  • Classroom teachers, school administrators, and support staff regularly monitor the attendance patterns of students; providing support/resources to families that struggle with consistent school attendance
  • School personnel communicate with parents on a regular basis sharing current strengths and weaknesses of students
  • ELL and ESE programs are well-developed and monitored to ensure use of accommodations and modifications to meet student needs

 

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 - 6/5/2019

8:00 AM - 3:00 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

3121_05202019_MeetingDocuments.pdf

May

Monitored

5/21/2019

3121_04292019_MeetingDocuments.pdf

May

Monitored

5/1/2019

3121_03182019_MeetingDocuments.pdf

March

Monitored

3/19/2019

3121_02252019_MeetingDocuments.pdf

February

Monitored

2/26/2019

3121_01282019_MeetingDocuments.pdf

January

Monitored

1/30/2019

3121_Mid-Year-Reflection.pdf

January

Monitored

1/30/2019

3121_QuietWatersES_SchoolRecognitionFundsDocumentation.pdf

December

A+ Funds

12/3/2018

3121_11262018_MeetingDocuments.pdf

November

Monitored

11/27/2018

3121_SAFByLaws.pdf

October

SAF ByLaws

10/25/2018

3121_10222018_MeetingDocuments.pdf

October

Developed

10/25/2018

QuietWaters_SACComposition_2018.pdf

October

None

10/24/2018

Quiet-Waters_eProveSurvey.pdf

October

None

10/19/2018

SAC_SAF-Meetings-2018-19.pdf

October

None

10/19/2018

3121_09242018_SACByLaws.pdf

September

SAC ByLaws

9/24/2018

3121_09242018_MeetingDocuments.pdf

September

Monitored

9/24/2018

 


 

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?

For the 2018-2019 school year, our school goal will be to increase student proficiency on the Florida Standards Assessment (FSA) in English Language Arts (ELA).  According to the FSA Spring 2018 results, 56% of students in grades 3-5 are proficient in ELA.  By the end of the 2018-2019 school year, our goal is to increase proficiency to 60% on the FSA ELA.  

 

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?

  • To continue to provide a comprehensive RtI program to meet the needs of all students
  • To increase rigor and complexity of classoom instruction 
  • To utilize progress monitoring data to make instructional decisions
  • To implement the balanced liteacy framework to fildelity 

 

Describe in detail how the BEST Practice(s) will be scaled-up.

  • The monitoring and utilization of student data to determine student mastery of standards
  • Providing authentic collaboration opportunities for staff
  • To develop a deeper understanding of the balanced literacy framewok with a specific focus on Interactive Read Aloud & Small Group Guided Reading

 

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

  • i-Ready diagnostic (ELA & Math) (3 times per year) and instructional reports (monthly)
  • Benchmark Assessment System (BAS) - 3 assessment periods
  • Letters/Sounds/Concepts of Print - 4 quarters
  • Write Score- 2 times per year
  • ELA Independent Practice Assessments - weekly
  • ELA Interim Assessments - 3 times per year
  • Math Chapter Tests - weekly
  • Science- STEMscopes assessments - weekly 

 

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

This school ensues that all students are progressing towards school and district goals by analyzing progress monitoring data and providing specific Tier 2 and Tier 3 interventions for struggling students.  Students with Tier 2 and Tier 3 interventions are reguarly monitored by the RtI team.  

 

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)?

The goal of Universal Designs for Learning (UDL) is to use a variety of teaching methods to remove barriers to learning.  This method provides students equal opportunities to learn.  At Quiet Waters Elementary School, classroom instruction is differentiated to meet the needs of diverse learners.  Teachers present information to students using a variety of ways such as audio, print, and hands-on experiences.  Teachers also use a variety of methods to assess students including performance tasks, written assessments, and project-based tasks.  

 

 

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

The Balanced Literacy framework is implemented in all K-5 classrooms.  This ensures that all learners needs are being met.  School leadserhip and teachers meet regularly for data chats.  Core instruction is changed as needed to address students specific learning needs.  

 

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?

The students at Quiet Waters Elementary School have easy access to both literary and informational text.  Students have daily access to both print and digital resources through our media center, classroom libraries, and Resource Room.  Each classroom has well-developed libraries as well as leveled readers that also support content instruction such as Science and Social Studies.  Students in grades 4 & 5 utilize Document Based Questioning (DBQ) resources and the NewsELA website.  The Reading Oasis room which is a result of a community partnership provides access to both literary and informational text.  

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
All students will receive small group differentiated instruction to meet their individual needs. School Administration, Literacy Coach, Classroom Teachers 6/4/2019
Analyze student data and to determine individual student strengths and needs and tailoring classroom instruction to meet those needs through the implementation of the CARE cycle School Administration, Leadership Team, Classroom Teachers 6/4/2019
Implement higher level math strategies and provide opportunities for students to master fluency standards School Administration, Leadership Team, Classroom Teachers 6/4/2019
Increase teacher knowledge of FSA test specs to increase the utilization of higher level strategies. School Administration, Literacy Coach, Team Leaders 6/4/2019
Provide collaborative planning time for grade level teams to understand and plan instruction aligned to the LAFS & MAFS using curriculum materials and interdisciplinary units School Administration, Literacy Coach, Team Leaders 6/4/2019
Provide extended learning opportunities (January - March) for struggling students and ELL students Leadership Team, Classroom Teachers, ELL Coordinator, Literacy Coach 6/4/2019
Review, practice, and monitor the implementation of the Core Reading, Supplemental Intervention, and Comprehensive Intervention programs to fidelity. School Administration, Literacy Coach, Team Leaders 6/4/2019
Increase teacher knowledge of components of Balanced Literacy & support the implementation of these components into daily classroom instruction School Administration, Literacy Coach, Team Leaders, Classroom Teachers 6/4/2019

 

BPIE Files

File Name Uploaded Date
3121_10242017_3121_10232016_QWE-BPIE-2.pdf 10/9/2018