School Improvement Plan (SIP)

School Name Broward Estates ES (0501)

School Year 2016 ­ 2017

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 toimprove their classroom practices.

PLC Name Day(s) ofWeek

Week(s) ofMonth Start/End Dates Start/End Times Grade

CARE/BEST Professional LearningCommunities

Tuesday Thursday 1st3rd 8/23/2016 ­

5/25/20173:00 PM ­ 4:00PM

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 guaranteethat those in danger of failure and/or retention are receiving assistance and support.

Graduation/College and Career Readiness (Early Warning Indicators)

Data For: 2015­2016 (Last updated: 9/20/2016)

Grade StudentEnrollment

% of students withattendance below

90%

% of students with1 or moresuspensions

% of students withcourse failure in ELA

or Math

% of studentslevel 1 in ELA or

Math

% of students exhibiting 2or more Early Warning

Indicators

KG 64 15.63 0.00 ­­ ­­ 0.00

01 62 8.06 0.00 ­­ ­­ 0.00

02 81 9.88 14.81 ­­ ­­ 2.47

03 67 8.96 4.48 ­­ 45.30 8.96

04 66 9.09 15.15 ­­ 72.60 15.15

05 72 5.56 20.83 ­­ 57.70 18.06

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

Broward Estates Elementary school has employed the intervention strategies listed below to improve the academic performance of studentsidentified by the early warning system. Intervention Strategy #1: Walk to RTI: Broward Estates Elementary School provides daily RTI instruction for

all students identified as Tier 2 and Tier 3. Students placed in RTI group based on their individual academic deficiencies. Students are homogeneousgrouped and receive targeted instruction on a daily basis. RTI Team meets regularly to discuss academic progress and make instructional adjustmentsbased on progress monitoring data. Walk to Intensive Reading (Power Hour): Broward Estates Elementary School has enrolled all K­5 students intoa Intensive Reading Program from 8:15­9:15 daily. Each student is placed into homogeneous academic groups based on diagnostic data. Students aretaught foundational reading skills using the following researched based instructional materials; Fundations, Phonics for Reading or IntermediateRewards. Students are frequently progress monitored based on program specifications and instructional adjustments are made based on data.

RtI Team Meeting Schedule

Day(s) of Week Week(s) of Month Start/End Dates Start/End Times

Wednesday 1st, 2nd, 3rd, 4th 8/24/2016 ­ 5/24/2017 12:00 PM ­ 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.

Self­Assessment Ratings

Accreditation Standard Overall Rating

Purpose and Direction 3.0

Governance and Leadership 2.83

Teaching and Assessing for Learning 3.0

Resources and Support Systems 3.0

Using Results for Continuous Improvement 2.8

Explain the activities in which your school will participate to increase your overall rating. Include specific details.

Standard 1: Purpose and Direction The system maintains and communicates at all levels of the organization a purpose and direction for continuous improvement. The activity that will increase the overall rating of Accreditation Standard 1 Purpose and Direction is the following: The school leaders willfoster an open and on­going communication as it relates to the school­improvement efforts. Decisions will be made collaboratively withparents, staff and community members with invested interest in the school. Two way communication is highly encouraged with all investedstakeholders. Clear purpose/direction (through vision and mission statements) is made evident through the implementationof the various studentachievement initiatives. Also, Improve the implementation and monitoring of RTI/MTSS process through staff development efforts,interventions and accountability measures to ensure a postive impact on student achievement Standard 2: Governance and Leadership The system operates under governance and leadership that promote and support student performance and school effectiveness. The activity that will increase the overall rating of Accreditation Standard 2 Governance and Leadership is the following: The leadership team will engage in books studies to further develop the leadership capacity at Broward Estates Elementary. We are alsoworking to further promote consistency in the implementation of all programs and school­wide improvement initiatives. A laser focus onprofessional development to increase teacher efficacy, monitoring of student progress and accountability.

Standard 3: Teaching and Assessing for Learning The system’s curriculum, instructional design and assessment practices guide and ensure teacher effectiveness and student learning. The activity to support Accreditation Standard 3 Teaching and Assessing for Learning is the following: Broward Estates has adopted the CAREModel (Curriculum, assessment, remediation, enrichment) a best practice to ensure that we are continuously engaged in planning for effectiveteaching and learning. Weekly Authentic PLC: Through this process, instructional coaches, school leaders and teachers meet regularly toanalyze student data, unwrap the standards and plan for remediation and enrichment to further increase students’ academic proficiencies. Standard 4: Resources and Support Systems The system has resources and provides services in all schools that support its purpose and direction to ensure success for all students. The activity to support Accreditation Standard 4 Resources and Support Systems is the following: Through external and internal supportsystems, the school leaders actively seek additional resources that further support the school’s effort to increase student achievement. Internalsupport is provided through district master coaches who work cohesively with the teachers (co­teach model, provide instructional best practicesand strategies), provide remediation instruction to struggling learners. External support­ the school’s community liaison actively seeks outcommunity partnerships to support academic incentive programs. Standard 5: Using Results for Continuous Improvement The system implements a comprehensive assessment system that generates a range of data about student learning and system effectiveness anduses the results to guide continuous improvement. The activity to support Accreditation Standard 5 Using Results for Continuous Improvement is the following: Broward Estates Elementaryimplements a comprehensive assessment system that generates a range of data through the administration of a variety of assessments to identifythe students’ areas of strengths and weaknesses. Activity­ CARE Cycle Data Chats­ weekly data analysis Best Practice #1 Authentic PLC Meetings to plan for effective teaching and learningusing the following data sources throughout the school year. Baseline data: To inform curriculum planning and instructional delivery. BAS, iReady Placement assessments, MAP (Measurement ofAcademic Progress). Progress Monitoring Data­ 21 day Care Cycle Assessments –every 14 instructional day, assess on day 15: Types of assessments administered­CARE packet assessments provided through BEEP, Triand Assessment Tool, Florida Ready Assessment, MAP mid­year progress monitoringassessment to determine students’ learning gains in reading and math. Data knowledge from formative progress monitoring assessments are isused to make instructional adjustments, plan for remediation and enrichment. Summative Assessments­ MAP EOY assessment, iReady computer­based EOY assessment, LAFS­Ready assessment 2, EOY BAS testing,FSA annual assessment.

Evidence/Artifacts

File Name Standards & Indicator Upload Date

BEES­Self­Assessment­16­17.pdf 11/9/2016

0501_SAC­Composition­2016_2017.docxStandard 2: Governance and Leadership (2.5) 10/6/2016

0501_SAC ByLaws 2016_2017Standard 2: Governance and Leadership (2.2) 10/5/2016

NESS­Log.pdfStandard 3: Teaching and Assessing for Learning (3.7) 9/20/2016

0501_04042016_3rd­Grade­Brain­Brawl­Cluster­Analysis­1.xlsxStandard 3: Teaching and Assessing for Learning (3.2, 3.12) 9/20/2016

Site­Inspection­2015­2016.pdfStandard 4: Resources and Support Systems (4.3) 9/20/2016

File Name Standards & Indicator Upload Date

Conference­Form­Nov­2015.pdfStandard 3: Teaching and Assessing for Learning (3.9, 3.10) 9/20/2016

Phonics­for­Reading­Order­2015­2016.xlsStandard 4: Resources and Support Systems (4.4) 9/20/2016

Red­Ribbon­Week­Oct­2015.pdfStandard 4: Resources and Support Systems (4.7) 9/20/2016

Renaissance­1st­Quote­and­Order­Form­to­Budget.pdfStandard 4: Resources and Support Systems (4.6) 9/20/2016

Aplus­Quote­and­Order­Form­to­Budget.pdfStandard 4: Resources and Support Systems (4.5) 9/20/2016

SAC­Agenda­October­2015­1.docxStandard 2: Governance and Leadership (2.2) 9/20/2016

SAC­Agenda­November­2015.docxStandard 2: Governance and Leadership (2.2) 9/20/2016

File Name Standards & Indicator Upload Date

Minutes­Leadership­MTG­1.4.16.pdfStandard 4: Resources and Support Systems (4.7, 4.8) 9/20/2016

October­Flyer­Storybook­Parade.pptxStandard 4: Resources and Support Systems (4.4) 9/20/2016

Food­Inspection­Report­2015.pdfStandard 4: Resources and Support Systems (4.3) 9/20/2016

Draft­Professional­Development­15­16.docx

Standard 3: Teaching and Assessing for Learning (3.10, 3.11, 3.12)

Standard 4: Resources and Support Systems (4.1)

Standard 5: Using Results for Continuous (5.1, 5.2, 5.3, 5.4, 5.5)

9/20/2016

Common­Planning­Agenda­11­3­15.docxStandard 3: Teaching and Assessing for Learning (3.3) 9/20/2016

File Name Standards & Indicator Upload Date

Common­Planning­Agenda­10­20­15.docx

Standard 2: Governance and Leadership (2.6)

Standard 3: Teaching and Assessing for Learning (3.1, 3.4)

9/20/2016

Common­Planning­Agenda­9­22­15­­­Copy.docxStandard 3: Teaching and Assessing for Learning (3.5, 3.12) 9/20/2016

Common­Planning­Agenda­9­15­15.docxStandard 3: Teaching and Assessing for Learning (3.5, 3.12) 9/20/2016

Common­Planning­Agenda­9­8­15.docx

Standard 3: Teaching and Assessing for Learning (3.7)

Standard 5: Using Results for Continuous (5.1)

9/20/2016

Reading Coach Daily ScheduleStandard 3: Teaching and Assessing for Learning (3.4, 3.7, 3.11) 9/20/2016

File Name Standards & Indicator Upload Date

Broward­Estates­PLC­Work­12­3­15­2.pdf

Standard 2: Governance and Leadership (2.6)

Standard 3: Teaching and Assessing for Learning (3.2, 3.4, 3.5, 3.11)

Standard 5: Using Results for Continuous (5.2, 5.3)

9/20/2016

Broward­Estates­Elementary­RTI­Tracking­Chart.docx

Standard 3: Teaching and Assessing for Learning (3.3, 3.6, 3.12)

Standard 5: Using Results for Continuous (5.2)

9/20/2016

4th­IFC­2015­2016­Draft­­­Copy.docxStandard 3: Teaching and Assessing for Learning (3.3, 3.4, 3.6) 9/20/2016

3rd­IFC­2015­2016­Draft.docxStandard 3: Teaching and Assessing for Learning (3.3, 3.4, 3.6) 9/20/2016

3­5­PLC­Dec­3­2015.docxStandard 3: Teaching and Assessing for Learning (3.2, 3.6, 3.12) 9/20/2016

File Name Standards & Indicator Upload Date

ZBUDGETER_0FM_WAD_Q5002_00000­2.pdf

Standard 2: Governance and Leadership (2.3)

Standard 4: Resources and Support Systems (4.2, 4.6)

9/20/2016

Website.pdf

Standard 1: Purpose and Direction (1.1, 1.2)

Standard 3: Teaching and Assessing for Learning (3.8)

Standard 5: Using Results for Continuous (5.5)

9/20/2016

Title­One­Parent­Resource­Information­Sheet.pdf

Standard 1: Purpose and Direction (1.1, 1.2)

Standard 3: Teaching and Assessing for Learning (3.8, 3.12)

Standard 5: Using Results for Continuous (5.4)

9/20/2016

Organizational­Chart.pdfStandard 2: Governance and Leadership (2.4, 2.5) 9/20/2016

File Name Standards & Indicator Upload Date

List­of­SAC­Meeting­Dates­and­Times.pdf Standard 2: Governance and Leadership (2.2) 9/20/2016

Leadership­Minutes­11­24.pdfStandard 3: Teaching and Assessing for Learning (3.9) 9/20/2016

Leadership­Minutes­11­16.pdf

Standard 3: Teaching and Assessing for Learning (3.1, 3.4, 3.12)

Standard 4: Resources and Support Systems (4.5, 4.6, 4.8)

9/20/2016

Leadership­Minutes­10­29.pdf

Standard 1: Purpose and Direction (1.3, 1.4)

Standard 4: Resources and Support Systems (4.2)

9/20/2016

15­16­Broward­Estates.­Faculty­Handbook.doc

Standard 2: Governance and Leadership (2.1)

Standard 4: Resources and Support Systems (4.1)

9/20/2016

File Name Standards & Indicator Upload Date

Brwd.­Ests.­ASSIST.pdf Standard 2: Governance and Leadership (2.1, 2.6) 9/20/2016

BEES_SAC_Bylaws_2015_16.pdfStandard 2: Governance and Leadership (2.2) 9/20/2016

BEES_SAC_Meeting_Agenda_Minutes_Signin_October29_2015.pdf

Standard 2: Governance and Leadership (2.4, 2.5, 2.6)

Standard 5: Using Results for Continuous (5.5)

9/20/2016

BEES_SAC_Meeting_Agenda_Mintues_Signin_Sept30_2015.pdf

Standard 2: Governance and Leadership (2.2, 2.3, 2.5)

Standard 5: Using Results for Continuous (5.5)

9/20/2016

BEES_SAC_Composition_2015_16.docxStandard 2: Governance and Leadership (2.5) 9/20/2016

SIP_2015­16_06­Broward_0501­Broward_Estates_Elementary_Scho.pdfStandard 1: Purpose and Direction (1.1, 1.2, 1.3, 1.4) 9/20/2016

File Name Standards & Indicator Upload Date

Stakeholders­Training­Plan_BrowardEstates.pdfStandards Training

9/20/2016

Marzano DomainsStandard 1: Purpose and Direction (1.4) 9/20/2016

Rigby Assessment and Promotion CriteriaStandard 5: Using Results for Continuous (5.4) 9/20/2016

Summer Professional DevelopmentStandard 3: Teaching and Assessing for Learning (3.11) 9/20/2016

Reading FrameworkStandard 3: Teaching and Assessing for Learning (3.6) 9/20/2016

Magnet BrochureStandard 1: Purpose and Direction (1.3) 9/20/2016

Job DescriptionsStandard 4: Resources and Support Systems (4.1) 9/20/2016

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 minutesreflect annual needs assessment, SIP monitoring and allocation of Accountability Funds.

SAC Upload Center

File Name Meeting Month Document Type Uploaded Date

BEES_SAC_SAF­Meeting­Dates.docx November None 11/14/2016

SAC­ByLaws­2016_2017.pdf November ByLaws 11/8/2016

Brwd.­Ests.­SAC­Comp.pdf November None 11/8/2016

BEST PRACTICE #4

Scaling Up BEST Practices

CONTINUOUS IMPROVEMENT

School improvement is based on a continuous improvement model, using research­based accepted best practices, which align with studentachievement needs, insure student progress, and may be revised when appropriate.

Band PointsEarned

Rank within SESBand

Points to Next School inSES Band

Points to Bridge Half the Gap to the Topof SES Band

Points to Reach Top ofSES Band

1 228 500 of 584 2 137 274

School Improvement Plan (SIP)

School Name Dillard ES (0271)

School Year 2016 ­ 2017

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 toimprove their classroom practices.

PLC Name Day(s) of Week Week(s) of Month Start/End Dates Start/End Times Grade

Standards­Based Lessons Wednesday 1st2nd3rd4th 8/31/2016 ­ 5/31/2017 3:15 PM ­ 4:00 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 guaranteethat those in danger of failure and/or retention are receiving assistance and support.

Graduation/College and Career Readiness (Early Warning Indicators)

Data For: 2015­2016 (Last updated: 9/20/2016)

Grade StudentEnrollment

% of students withattendance below

90%

% of students with1 or moresuspensions

% of students withcourse failure in ELA

or Math

% of studentslevel 1 in ELA or

Math

% of students exhibiting 2or more Early Warning

Indicators

KG 138 18.12 3.62 ­­ ­­ 0.72

01 143 19.58 1.40 ­­ ­­ 0.00

02 142 16.90 7.04 ­­ ­­ 0.00

03 125 16.00 6.40 ­­ 54.60 15.20

04 138 18.12 12.32 ­­ 69.90 22.46

05 132 15.15 4.55 ­­ 57.80 12.12

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

Intensive Small Group Instruction Differentiate Instruction Rigorous Learning Goals and Scales

Computer­based programs (iReady) Flexible Grouping

RtI Team Meeting Schedule

Day(s) of Week Week(s) of Month Start/End Dates Start/End Times

Wednesday 1st, 2nd, 3rd, 4th 9/21/2016 ­ 4/26/2017 9:00 AM ­ 12:00 PM

Wednesday 1st, 2nd, 3rd, 4th 9/21/2016 ­ 4/26/2017 8:30 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.

Self­Assessment Ratings

Accreditation Standard Overall Rating

Purpose and Direction 3.0

Governance and Leadership 2.83

Teaching and Assessing for Learning 2.25

Resources and Support Systems 2.14

Using Results for Continuous Improvement 2.0

Explain the activities in which your school will participate to increase your overall rating. Include specific details.

Purpose and Direction Dillard Elementary will enhance the lines of communication with all stakeholders in the area of purpose and direction.Governance and Leadership Dillard Elementary will improve it's professional practice and student success. This will be accomplished through teacher professional development and immediateadministrative feedback.Teaching and Assessing for Learning Dillard Elementary will improve the monitoring of effective collaborative planning among teachers and ongoing Professional Learning Communities (PLC's) driven bystudent needs.Resources and Support Systems Dillard Elementary will determine a process of identifying the physical, social, and emotional needs of students in the school. (i.e., social worker referrals, behaviorreferrals, teacher recommendation, etc.).Using Results for Continuous Improvement Dillard Elementary will provide continuous professional development to all faculty related to the evaluation, interpretation, and use of data to drive instruction.

Evidence/Artifacts

File Name Standards & Indicator Upload DateFile Name Standards & Indicator Upload Date

Dillard­16_17­Self­Assessment.pdf 11/10/2016

Professional­Development­Plan.pdfStandard 5: Using Results for Continuous (5.3) 9/20/2016

Small­Group­Counseling.pdfStandard 3: Teaching and Assessing for Learning (3.9) 9/20/2016

Family­Counseling­Program.pdfStandard 4: Resources and Support Systems (4.6) 9/20/2016

Technology­Equipment­Document­I.pdfStandard 4: Resources and Support Systems (4.5) 9/20/2016

School­Improvement­Plan­(SIP).pdf

Standard 1: Purpose and Direction (1.1)

Standard 2: Governance and Leadership (2.4)

9/20/2016

Team­Meeting­Agenda­and­Minutes.pdfStandard 3: Teaching and Assessing for Learning (3.6) 9/20/2016

File Name Standards & Indicator Upload Date

Instructional­Focus­Calenders.pdfStandard 3: Teaching and Assessing for Learning (3.6) 9/20/2016

TIF­Log.pdfStandard 3: Teaching and Assessing for Learning (3.7) 9/20/2016

Reading­and­Math­LP.pdfStandard 3: Teaching and Assessing for Learning (3.2, 3.4, 3.5, 3.6) 9/20/2016

Professional­Development­Plan.pdfStandard 2: Governance and Leadership (2.6) 9/20/2016

Dillard­Elem­Master­Schedule.pdfStandard 4: Resources and Support Systems (4.2) 9/20/2016

School­WideSchedule_Dillard­Ele.pdfStandard 2: Governance and Leadership (2.3) 9/20/2016

OrganizationaChart.pdfStandard 2: Governance and Leadership (2.1, 2.2) 9/20/2016

File Name Standards & Indicator Upload Date

News­Article.pdf

Standard 1: Purpose and Direction (1.2) 9/20/2016

Parenting­Enrichment­meeting.pdfStandard 3: Teaching and Assessing for Learning (3.8) 9/20/2016

Parent­Enrichment­Flyer.pdfStandard 3: Teaching and Assessing for Learning (3.8) 9/20/2016

Observations.pdfStandard 2: Governance and Leadership (2.6) 9/20/2016

0271_SAC­Minutes_011316.pdfStandard 5: Using Results for Continuous (5.5) 9/20/2016

Intermediate­Grading­System.pdfStandard 3: Teaching and Assessing for Learning (3.10) 9/20/2016

Guidance­Information­II.pdfStandard 4: Resources and Support Systems (4.7) 9/20/2016

File Name Standards & Indicator Upload Date

Guidance­Information­I.pdfStandard 4: Resources and Support Systems (4.7) 9/20/2016

Collection­of­Lesson­Plans.pdf

Standard 3: Teaching and Assessing for Learning (3.4) 9/20/2016

Student­Work.pdfStandard 3: Teaching and Assessing for Learning (3.3) 9/20/2016

0271_DillardES_Agenda_111815.pdfStandard 2: Governance and Leadership (2.5) 9/20/2016

Dillard­Elementary­School­Vision.pdf

Standard 1: Purpose and Direction (1.3, 1.1, 1.2, 1.3)

Standard 2: Governance and Leadership (2.4, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6)

Standard 1: Purpose and Direction (1.3, 1.1, 1.2, 1.3)

Standard 2: Governance and Leadership (2.4, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6)

9/20/2016

File Name Standards & Indicator Upload Date

Custodial­II.pdfStandard 4: Resources and Support Systems (4.3) 9/20/2016

Custodial­I.pdfStandard 4: Resources and Support Systems (4.3) 9/20/2016

Annual­Budget.pdf

Standard 4: Resources and Support Systems (4.2) 9/20/2016

PLC­Agenda­and­Minutes.docx

Standard 3: Teaching and Assessing for Learning (3.11)

Standard 5: Using Results for Continuous (5.2)

9/20/2016

Grade­3­Reading­Plans.docxStandard 3: Teaching and Assessing for Learning (3.1) 9/20/2016

2nd­Gr­Math­Plans­.docStandard 3: Teaching and Assessing for Learning (3.1) 9/20/2016

File Name Standards & Indicator Upload Date

Intervention­Schedule.docStandard 3: Teaching and Assessing for Learning (3.12) 9/20/2016

Assessments­at­A­Glance.Reading.2015­2016.Dec.­May.docStandard 5: Using Results for Continuous (5.1) 9/20/2016

Self­Assessment2015.pdf 9/20/2016

Dillard Accreditation Training Plan 2015 9/20/2016

PLCDATES­DILLARDELEM.pdf

Standard 5: Using Results for Continuous (5.2, 5.4) 9/20/2016

2016ProjectedBudget.pdfStandard 4: Resources and Support Systems (4.2, 4.4, 4.5) 9/20/2016

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 minutesreflect annual needs assessment, SIP monitoring and allocation of Accountability Funds.

SAC Upload Center

File Name Meeting Month Document Type Uploaded Date

SACDates16­(1).doc November Monitored 11/10/2016

DILLARD­SAC­ByLaws.pdf November ByLaws 11/8/2016

Dillard­SAC­Comp.pdf November None 11/8/2016

BEST PRACTICE #4

Scaling Up BEST Practices

CONTINUOUS IMPROVEMENT

School improvement is based on a continuous improvement model, using research­based accepted best practices, which align with studentachievement needs, insure student progress, and may be revised when appropriate.

Band PointsEarned

Rank within SESBand

Points to Next School inSES Band

Points to Bridge Half the Gap to the Topof SES Band

Points to Reach Top ofSES Band

0 N/A

Goals

As evidenced in the SES Band Data, which content area(s) will be the focus for improving student achievement and why was this areachosen?

Reading will be the focus for improving student achievement due to the low proficiency scores on Florida Standards Assessment (FSA).

What specific BEST Practice(s) will be implemented or scaled­up to improve teaching and learning in order to increase performance withinthe SES Band?

Teachers will participate in weekly Professional Learning Communities (PLC's) to help enhance effective instructional practices with lessondelivery. Teachers will participate in Bi­weekly Data Chats Teachers will participate in weekly Collaborative Team Planning

Describe in detail how the BEST Practice(s) will be scaled­up

Teachers will participate in weekly professional development led by administration and instructional coaches with a focus on standards­basedinstruction and data analysis. After Data Chats instructional practices/resources will be adjusted as needed to better meet students' needs.

School Improvement Plan (SIP)

School Name Dr. Martin Luther King Montessori Academy (1611)

School Year 2016 ­ 2017

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 toimprove their classroom practices.

PLC Name Day(s) of Week Week(s) of Month Start/End Dates Start/End Times Grade

1611 4/5 Reading Tuesday 1st4th 9/29/2016 ­ 5/4/2017 3:15 PM ­ 4:30 PM 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 guaranteethat those in danger of failure and/or retention are receiving assistance and support.

Graduation/College and Career Readiness (Early Warning Indicators)

Data For: 2015­2016 (Last updated: 9/20/2016)

Grade StudentEnrollment

% of students withattendance below

90%

% of students with1 or moresuspensions

% of students withcourse failure in ELA

or Math

% of studentslevel 1 in ELA or

Math

% of students exhibiting 2or more Early Warning

Indicators

KG 66 21.21 7.58 ­­ ­­ 3.03

01 66 22.73 7.58 ­­ ­­ 1.52

02 81 16.05 8.64 ­­ ­­ 1.23

03 62 16.13 20.97 ­­ 63.80 22.58

04 50 14.00 32.00 ­­ 60.90 30.00

05 42 19.05 33.33 ­­ 50.00 26.19

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

The intervention strategy utilized by the collaborative problem solving team (RTI/MTSS process); wherein specific interventions are identified onan individualized student basis. Some of those interventions include, but are not limited to: TIER 1­3 interventions and uninterrupted support block.

RtI Team Meeting Schedule

Day(s) of Week Week(s) of Month Start/End Dates Start/End Times

Wednesday 1st, 2nd, 3rd, 4th 9/27/2016 ­ 5/31/2017 ­

Wednesday 1st, 2nd, 3rd, 4th 9/27/2016 ­ 5/31/2017 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.

Self­Assessment Ratings

Accreditation Standard Overall Rating

Purpose and Direction 2.33

Governance and Leadership 2.5

Teaching and Assessing for Learning 2.83

Resources and Support Systems 2.71

Using Results for Continuous Improvement 2.4

Explain the activities in which your school will participate to increase your overall rating. Include specific details.

PLC, Professional Learning Communities meet bi­weekly for one hour per grade level. Each K/1, 2/3, and 4/5 team has an assignedInstructional Coach. These PLC's are conducted afterschool, wherein teachers disaggregate achievement data to inform, adjust, andimprove instructional decisions in order to positively impact student achievement results. Professional Development is on­going and based on our school's needs assessment. The professional development opportunities areschool­wide, grade­level, and teacher specific. Some of our professional development choices include D5, Learning Goals and Scales,Marzano Evaluations, and Behavior Management.Progress Monitoring is used to assess student progress on a continuous basis and is monitored for fidelity and for effectiveness throughour school's Leadership Team (through this process RTI is implemented and appropriate interventions assigned to students.) In addition,the progress monitoring is completed through a collaborative schedule based on our school's assessment calendar.Effective instructional practices are formally and consistently monitored through supervision and evaluation procedures to ensurealignment with the school's values and beliefs about teaching and learning, adhering to approved curriculum, and is directly engaging toall students in the oversight of their learning, and the use of standards­based instruction.

Evidence/Artifacts

File Name Standards & Indicator Upload Date

2016­2017­MLK­Self­Assessment.pdf 11/9/2016

1611_MLK_AccredTraining_31516.pdfStandard 2: Governance and Leadership (2.4) 9/20/2016

revised_3rd­Grade­IFC­15­16.docxStandard 3: Teaching and Assessing for Learning (3.1, 3.10) 9/20/2016

3rd­Grade­ELA­Standards­Resources.docxStandard 3: Teaching and Assessing for Learning (3.1, 3.10) 9/20/2016

Anti­bullying­week.docxStandard 4: Resources and Support Systems (4.6, 4.7) 9/20/2016

MLK­News031416.pdfStandard 1: Purpose and Direction (1.2) 9/20/2016

1611_PDSchedule_012216.docStandard 2: Governance and Leadership (2.6) 9/20/2016

1611_BEST_012216.pdf

Standard 3: Teaching and Assessing for Learning (3.3) 9/20/2016

1611_MLKPD1­8­16_012216.pptxStandard 3: Teaching and Assessing for Learning (3.7) 9/20/2016

1611_1st­Grade­Fluency­Standards_012216.docxStandard 3: Teaching and Assessing for Learning (3.2) 9/20/2016

1611_evacuationplan_012216.doc 9/20/2016

1611_AgendaforLG&PS[7]_012216.pdfStandard 2: Governance and Leadership (2.2) 9/20/2016

1611_mlkinstrcsched_012216.pdfStandard 3: Teaching and Assessing for Learning (3.9) 9/20/2016

1611_5thgradebenchmarkdata_012216.xlsxStandard 5: Using Results for Continuous (5.1) 9/20/2016

1611_LeadershipMeeting101615_012216.docxStandard 4: Resources and Support Systems (4.1) 9/20/2016

1611_4thgradebenchmarkdata_012216.xlsxStandard 5: Using Results for Continuous (5.3) 9/20/2016

1611_3rdgradebenchmarkdata_012216.xlsxStandard 5: Using Results for Continuous (5.2) 9/20/2016

1611_PrincipalPowerpoint_012116.pdfStandard 2: Governance and Leadership (2.2) 9/20/2016

1611_budget_012116.pdfStandard 5: Using Results for Continuous (5.4) 9/20/2016

1611_NESSOctober2015_012116.pptxStandard 3: Teaching and Assessing for Learning (3.5) 9/20/2016

1611_GiftedWorkshopsFlyer2_012116.pdfStandard 4: Resources and Support Systems (4.2) 9/20/2016

1611_ESOLInstructionalStrategies_012116.pdf 9/20/2016

1611_DisabilityAwarenessFlyer_012116.pdf 9/20/2016

1611_StrugMathResourceDescriptions_012116.pdfStandard 3: Teaching and Assessing for Learning (3.1) 9/20/2016

1611_StrugglingMathChart2015­16_012116.pdfStandard 3: Teaching and Assessing for Learning (3.1) 9/20/2016

1611_LiteracyWeek2016_012116.docxStandard 3: Teaching and Assessing for Learning (3.11, 3.12) 9/20/2016

1611_ReadingLevelComparisonChart_012116­.pdf 9/20/2016

1611_SLD­LI­Eligibility_012116.pdf 9/20/2016

1611_mlkfacilityplan_012116.pdfStandard 4: Resources and Support Systems (4.3, 4.6) 9/20/2016

1611_Boundarymtgflyer_012116.docxStandard 5: Using Results for Continuous (5.5) 9/20/2016

1611_LeadershipMeeting_012116.pdfStandard 3: Teaching and Assessing for Learning (3.4) 9/20/2016

1611_2016RTIMeetingDates_012116.docxStandard 1: Purpose and Direction (1.3) 9/20/2016

1611_ALBANESICURRICULUMmontessori_012116.pdfStandard 3: Teaching and Assessing for Learning (3.1, 3.10) 9/20/2016

1611_Minutes_111715.docStandard 1: Purpose and Direction (1.1, 1.2) 9/20/2016

1611_BSAparentletter4_012116.docxStandard 3: Teaching and Assessing for Learning (3.8) 9/20/2016

1611_MLKHandbook_012116.pdf

Standard 3: Teaching and Assessing for Learning (3.6)

Standard 4: Resources and Support Systems (4.2, 4.5)

9/20/2016

Self AssessmentStandard 2: Governance and Leadership (2.4) 9/20/2016

1611_AccreditationTrainingPlan_102715.pdfStandard 2: Governance and Leadership (2.3) 9/20/2016

1611_Accreditation SAC_Parent Training100714.pdf 9/20/2016

1611_Accreditation SAC_Parent Training100714.pdf 9/20/2016

1611_Accreditation SAC_Parent Training100714.pdf

Required Action 2:

Required Action 3:

Standard 2: Governance and Leadership (2.5)

Standards Training

9/20/2016

1611_Accreditation Faculty Training100214.pdf

Standard 2: Governance and Leadership (2.1)

Required Action 1:9/20/2016

1611_AssistTrainingPlan_093014.pdf Standards Training 9/20/2016

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 minutesreflect annual needs assessment, SIP monitoring and allocation of Accountability Funds.

SAC Upload Center

File Name Meeting Month Document Type Uploaded Date

MLK­SAC­COMP.pdf November None 11/8/2016

MLKSACMeetingSchedule.pdf November A+ Funds 11/8/2016

MLKSACByLaws1617.pdf November ByLaws 11/8/2016

BEST PRACTICE #4

Scaling Up BEST Practices

CONTINUOUS IMPROVEMENT

School improvement is based on a continuous improvement model, using research­based accepted best practices, which align with studentachievement needs, insure student progress, and may be revised when appropriate.

Band PointsEarned

Rank within SESBand

Points to Next School inSES Band

Points to Bridge Half the Gap to the Topof SES Band

Points to Reach Top ofSES Band

1 233 490 of 584 1 135 269

School Improvement Plan (SIP)

School Name Oakland Park ES (0031)

School Year 2016 ­ 2017

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 toimprove their classroom practices.

PLC Name Day(s) ofWeek

Week(s) ofMonth Start/End Dates Start/End

Times Grade

Oakland Park Elementary Professional LearningCommunities Tuesday 9/13/2016 ­

5/23/20173:00 PM ­ 4:00PM

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 guaranteethat those in danger of failure and/or retention are receiving assistance and support.

Graduation/College and Career Readiness (Early Warning Indicators)

Data For: 2015­2016 (Last updated: 9/20/2016)

Grade StudentEnrollment

% of students withattendance below

90%

% of students with1 or moresuspensions

% of students withcourse failure in ELA

or Math

% of studentslevel 1 in ELA or

Math

% of students exhibiting 2or more Early Warning

Indicators

KG 95 25.26 1.05 ­­ ­­ 1.05

01 101 20.79 1.98 ­­ ­­ 0.00

02 118 16.10 4.24 ­­ ­­ 0.85

03 117 16.24 1.71 ­­ 56.60 9.40

04 109 17.43 3.67 ­­ 67.70 12.84

05 100 15.00 3.00 ­­ 60.90 9.00

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

The intervention strategies employed by Oakland Park to improve the academic performance of students who are identified by theearly warning system is done primarily through the RtI and RtI­B processes. The students are guided through the different Tiers of this

process to ensure that their academic/behavioral needs are being met. Tier 1 refers to the high quality of instruction and behavioralstrategies provided to all students. First, when a teacher observes a student beginning to struggle with academics and/or behaviors,the teacher will document a record for Tier 1 Supplemental Strategies and input the information in Basis. If the Tier 1 SupplementalStrategies do not resolve the problem, the teacher will submit a Collaborative Problem Solving Referral. Following the referral on Basis,the CPST meets with the teacher. During this meeting, the child's specific problem is identified and an appropriate intervention isdetermined. If adequate progress is not met in Tier 1, the child then moves to Tier 2. This tier involves targeted instruction in a smallgroup setting with a research­based program. The classroom teacher or designated staff will implement the intervention for 6­8 weeks.During this time, the implementer is responsible for gathering, analyzing and graphing the data. After the 6­8 week period, the CPSTand the student's parent/guardian will meet again to discuss the student's Response to Intervention (RtI). If the student is makingadequate progress, the team will follow up again in an additional 6­8 weeks to monitor the student's progress. Tier 2 interventions willbe continued or discontinued as needed. If a student does not make adequate progress in response to Tier 2 interventions, theinterventions may be modified or the student may require more intensive interventions. At this stage, Tier 3 is implemented. Tier 3requires increase of frequency and duration of research based interventions in a small group setting. The classroom teacher ordesignated staff will implement the intervention for 6­8 weeks. Once again data will be gathered, analyzed and graphed. Then ameeting will take place to review the data and share the findings with the student's parent/guardian. If the student is making adequateprogress, the team will follow up again in an additional 6­8 weeks. Tier 3 interventions will be continued or discontinued according tothe results shared. After the 6­8 weeks of a Tier 3 intervention, if there is inadequate progress the CPST team will determine whether additionalinformation is needed and if referral for an evaluation for Special Education Services is necessary.

In addition, students participate in "Power Hour", which is a school­wide phonics and Rewards based hour of intensive readinginstruction. Students are grouped according to reading needs and teachers, support staff and administartion work with small groups ofstudents to better meet their needs. Periodic assessments through the ScholCity program will be given to track students' growth andperformance. Data chats will be held to discuss students' progress and focus instruction to further meets students' needs.

RtI Team Meeting Schedule

Day(s) of Week Week(s) of Month Start/End Dates Start/End Times

Friday 2nd, 4th 9/16/2016 ­ 6/2/2017 7:30 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.

Self­Assessment Ratings

Accreditation Standard Overall Rating

Purpose and Direction 2.67

Governance and Leadership 2.67

Teaching and Assessing for Learning 2.67

Resources and Support Systems 2.57

Using Results for Continuous Improvement 2.4

Explain the activities in which your school will participate to increase your overall rating. Include specific details.

Activities Oakland Park will participate in to improve our overall score are: Purpose and Direction: Increase parental and community involvement in SAC, SAF, PTO, ensuring that our vision and mission statement is onour website in addition to being on all correspondence, newsletters and presentations that goes out to parents, keeping parents informed of eventsthrough the parentlink. Governance and Leadership: Celebrating student and staff success, improving data chats with students, staff, and sharing the data with parents,providing opportunities for staff professional development, mentoring new staff Teaching and Assessing for Learning: Increasing student engagement, utilizing research­based resources and strategies to best improve studentperformance, protecting student learning time and minimizing distractions, using differentiated instruction and centers Resources and Support Systems: Providing mentoring for new teachers, utilizing literacy and math coaches for push­in and pull­out support aswell as modeling support, using the Marzano iObservation Tool, ensuring the facility is inspected and maintenance procedures are followed, ensuring staffand students know procedures for crisis and evacuation Using Results for Continuous Improvement: Aligning professional development and activities to the school's improvement goal, using a varietyof data resources to monitor student improvement, using data to determine gaps and provide rigorous lessons to close the gaps, use professionaldevelopment activities to determine impact o student achievement

Evidence/Artifacts

File Name Standards & Indicator Upload Date

Oakland­Park­16­17­Self­Assessment.pdf 11/9/2016

Desired_Effect_Tool.pdfStandard 2: Governance and Leadership (2.6) 9/20/2016

File Name Standards & Indicator Upload Date

Team­Leader­Notes_10.docx

Standard 1: Purpose and Direction (1.2)

Standard 2: Governance and Leadership (2.4)

9/20/2016

PD­Dates­Aug­Dec­2015.docx

Standard 2: Governance and Leadership (2.6)

Standard 5: Using Results for Continuous (5.3)

9/20/2016

VOLUNTEER­BROCHURE.docStandard 3: Teaching and Assessing for Learning (3.8) 9/20/2016

Newsletter.pdfStandard 5: Using Results for Continuous (5.5) 9/20/2016

Reading­Data­Sheet.xlsStandard 5: Using Results for Continuous (5.1) 9/20/2016

CPS­Process­Flowchart.pdfStandard 4: Resources and Support Systems (4.7) 9/20/2016

File Name Standards & Indicator Upload Date

PLC­Data­Groups.pdfStandard 5: Using Results for Continuous (5.3) 9/20/2016

Support­Staff­Assignments.pdfStandard 3: Teaching and Assessing for Learning (3.9) 9/20/2016

PLC­Minutes.pdf

Standard 3: Teaching and Assessing for Learning (3.2)

Standard 5: Using Results for Continuous (5.4)

9/20/2016

Media­Schedule.pdfStandard 4: Resources and Support Systems (4.4) 9/20/2016

HQ­Teachers.pdfStandard 4: Resources and Support Systems (4.1) 9/20/2016

Mid­Year­Verification.pdfStandard 3: Teaching and Assessing for Learning (3.11) 9/20/2016

File Name Standards & Indicator Upload Date

3rd­Grade­Math­Crunch­Plan.docStandard 5: Using Results for Continuous (5.2) 9/20/2016

Gr­3­U1­Map.docxStandard 5: Using Results for Continuous (5.2) 9/20/2016

Thinking­Maps­Training­Agenda.pdfStandard 3: Teaching and Assessing for Learning (3.5) 9/20/2016

NESS­Agendas.pdfStandard 3: Teaching and Assessing for Learning (3.7) 9/20/2016

Lesson­Plans.pdfStandard 3: Teaching and Assessing for Learning (3.2) 9/20/2016

0031_SACMinutes_102115.docxStandard 2: Governance and Leadership (2.5) 9/20/2016

Guidance­Groups.pdf

Standard 4: Resources and Support Systems (4.6) 9/20/2016

File Name Standards & Indicator Upload Date

Final­Bond­order.pdfStandard 4: Resources and Support Systems (4.5) 9/20/2016

Technology­Usage.pdfStandard 3: Teaching and Assessing for Learning (3.3) 9/20/2016

2015_EmergencyProcdures.docxStandard 4: Resources and Support Systems (4.3) 9/20/2016

Master­15­16.xlsxStandard 4: Resources and Support Systems (4.2) 9/20/2016

OPE­Writing­Plan­2015.pdfStandard 3: Teaching and Assessing for Learning (3.6) 9/20/2016

Lesson­Plan­Checklist­example.pdfStandard 3: Teaching and Assessing for Learning (3.4) 9/20/2016

LG&PS_5.NBT.2.7.docx

Standard 3: Teaching and Assessing for Learning (3.1) 9/20/2016

File Name Standards & Indicator Upload Date

Code­of­Ethics.pdfStandard 2: Governance and Leadership (2.2) 9/20/2016

Staff­handbook­2015­16.docxStandard 2: Governance and Leadership (2.1) 9/20/2016

FSA­Data.pdf

Standard 1: Purpose and Direction (1.3)

Standard 5: Using Results for Continuous (5.2)

9/20/2016

Interim_Report­Card­Schedule.pdfStandard 3: Teaching and Assessing for Learning (3.10) 9/20/2016

Resource­Push­in_Pull­Out.pdfStandard 3: Teaching and Assessing for Learning (3.12) 9/20/2016

3­5Report­Card­Procedures.docxStandard 3: Teaching and Assessing for Learning (3.10) 9/20/2016

File Name Standards & Indicator Upload Date

Who­Should­I­See.docStandard 2: Governance and Leadership (2.3) 9/20/2016

oaklandpark­website.pdfStandard 1: Purpose and Direction (1.1) 9/20/2016

Self Assessment 9/20/2016

OPE­Projection of Revenue.pdf

Standard 2: Governance and Leadership (2.2, 2.3)

Standard 4: Resources and Support Systems (4.1, 4.2, 4.4, 4.5)

9/20/2016

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 minutesreflect annual needs assessment, SIP monitoring and allocation of Accountability Funds.

SAC Upload Center

File Name Meeting Month Document Type Uploaded Date

Okld.­Pk.­SAC­Bylaws.pdf November ByLaws 11/8/2016

SAC_SAF­Meeting­Dates.docx November None 11/2/2016

Oakland­Park­SAC­new.pdf November Monitored 11/2/2016

Oakland­Park­SAC­Composition.pdf October A+ Funds 10/28/2016

BEST PRACTICE #4

Scaling Up BEST Practices

CONTINUOUS IMPROVEMENT

School improvement is based on a continuous improvement model, using research­based accepted best practices, which align with studentachievement needs, insure student progress, and may be revised when appropriate.

Band PointsEarned

Rank within SESBand

Points to Next School inSES Band

Points to Bridge Half the Gap to the Topof SES Band

Points to Reach Top ofSES Band

2 195 123 of 128 15 162 323

School Improvement Plan (SIP)

School Name Oriole ES (1831)

School Year 2016 ­ 2017

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 toimprove their classroom practices.

PLC Name Day(s) ofWeek

Week(s) ofMonth Start/End Dates Start/End Times Grade

Learning Goals and PerformanceScales Friday 4th 9/23/2016 ­

6/9/20173:00 PM ­ 4:00PM

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 guaranteethat those in danger of failure and/or retention are receiving assistance and support.

Graduation/College and Career Readiness (Early Warning Indicators)

Data For: 2015­2016 (Last updated: 9/20/2016)

Grade StudentEnrollment

% of students withattendance below

90%

% of students with1 or moresuspensions

% of students withcourse failure in ELA

or Math

% of studentslevel 1 in ELA or

Math

% of students exhibiting 2or more Early Warning

Indicators

KG 97 23.71 1.03 ­­ ­­ 1.03

01 105 21.90 3.81 ­­ ­­ 0.95

02 100 17.00 6.00 ­­ ­­ 2.00

03 98 15.31 2.04 ­­ 38.60 7.14

04 121 12.40 16.53 ­­ 64.30 14.88

05 100 10.00 10.00 ­­ 61.70 15.00

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

To improve the academic performance of students identified by the early warning system we have the following measures in place:

Extended­Day Instruction in Literacy (60 minutes)Assisstant Principal and Guidance Counselor supports teachers with behavior and academic interventionsInstructional Coaches support grade levels and individual teachers with instructional strategiesUse of Running Records to identify student area of academic difficultyTeachers and Support Staff progress monitor their students' data and areas of growth and success to continue to meet their specific needsOn­going professional development per grade level on multi­tiered strategies and supportParent and Teacher meetings to support the home/school connectionSocial Worker Referral System (generated for specific students)Responsive Classrooms using Morning Meetings to target Social Emotional Needs

RtI Team Meeting Schedule

Day(s) of Week Week(s) of Month Start/End Dates Start/End Times

Tuesday 1st, 2nd, 3rd, 4th, 5th 9/6/2016 ­ 6/6/2017 9:00 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.

Self­Assessment Ratings

Accreditation Standard Overall Rating

Purpose and Direction 3

Governance and Leadership 2.5

Teaching and Assessing for Learning 2.58

Resources and Support Systems 3

Using Results for Continuous Improvement 2.8

Explain the activities in which your school will participate to increase your overall rating. Include specific details.

In order to increase overall ratings, our school will implement the following:

Consistent and Frequent Monitoring of Teaching & Learning and providing timely feedback regarding teacher's instructional practices Ongoing Professional development regarding the appropriate utilization of resources for all teachersContinue to foster a culture consistent with the school's purpose and engaging stakeholders

Evidence/Artifacts

File Name Standards & Indicator UploadDate

2016­17SelfAssessment­Oriole.pdf 11/8/2016

Oriole­ES_Accreditation­Summary­2015­Rev..pdf 9/20/2016

RTIMtgNotes.pdfStandard 5: Using Results for Continuous (5.4) 9/20/2016

LeadershipiReady.pdfStandard 5: Using Results for Continuous (5.3) 9/20/2016

OrioleDataChats.pdf 9/20/2016

NWEAReport.pdfStandard 5: Using Results for Continuous (5.2) 9/20/2016

MathIFC.pdf 9/20/2016

MentoringGrps.pdf 9/20/2016

Learning­Goals­and­Scales­4.pdf

Standard 3: Teaching and Assessing forLearning (3.11) 9/20/2016

LearningGoalsAgenda.pdf

Standard 3: Teaching and Assessing forLearning (3.11) 9/20/2016

MentoringGrps.pdf

Standard 3: Teaching and Assessing forLearning (3.9)

Standard 4: Resources and Support Systems (4.6)

9/20/2016

Family­Math­Night­at­Publix­­­2­2016­3.pdf 9/20/2016

TNHQ.pdfStandard 4: Resources and Support Systems (4.1) 9/20/2016

Staff­Handbook­2015­16.pdf 9/20/2016

Ness.pdf

Standard 3: Teaching and Assessing forLearning (3.7) 9/20/2016

LAFS.pdf

Standard 3: Teaching and Assessing forLearning (3.6) 9/20/2016

Formal­Observation­Schedule­15_16.pdf

Standard 3: Teaching and Assessing forLearning (3.4) 9/20/2016

CoachLog.pdf

Standard 3: Teaching and Assessing forLearning (3.4) 9/20/2016

OrioleDataChats.pdf

Standard 3: Teaching and Assessing forLearning (3.2)

Standard 5: Using Results for Continuous (5.2)

9/20/2016

MathIFC.pdf

Standard 3: Teaching and Assessing forLearning (3.2)

Standard 5: Using Results for Continuous (5.1)

9/20/2016

PLCMLP.pdfStandard 2: Governance and Leadership (2.6) 9/20/2016

Literacy­Night­Parent­Link­­­11­17­15.pdfStandard 5: Using Results for Continuous (5.5) 9/20/2016

Family­Math­Night­at­Publix­­­2­2016­3.pdf

Standard 5: Using Results for Continuous (5.5)

Standard 3: Teaching and Assessing forLearning (3.8)

9/20/2016

Oriole_SACMinutesSept.pdf 9/20/2016

Open­House­8­2015­2.pdf

Standard 3: Teaching and Assessing forLearning (3.8) 9/20/2016

OES­Safety­Plan­.pdfStandard 4: Resources and Support Systems (4.3) 9/20/2016

4.4­­AR­Program­.pdfStandard 4: Resources and Support Systems (4.4) 9/20/2016

iReadyReport.pdf

Standard 3: Teaching and Assessing forLearning (3.3) 9/20/2016

Oriole­Elementary­School­Reading­Intervention­List­2015.pdf

Standard 3: Teaching and Assessing forLearning (3.12) 9/20/2016

Oriole_SACAgendaMinutesOct.pdfStandard 2: Governance and Leadership (2.5) 9/20/2016

Leadership­Team­Meeting­9­16­15.pdfStandard 2: Governance and Leadership (2.4) 9/20/2016

CoachesMtg.pdfStandard 2: Governance and Leadership (2.3) 9/20/2016

Code­of­Ethics­and­Principles­of­Prof.pdfStandard 2: Governance and Leadership (2.2) 9/20/2016

Staff­Handbook­2015­16.pdf

Standard 2: Governance and Leadership (2.2)

Standard 3: Teaching and Assessing forLearning (3.10)

9/20/2016

Oriole­ES­Annual­Title­I­School­Parent­Survey­2015­2016.pdfStandard 1: Purpose and Direction (1.2) 9/20/2016

Student­Hbk­2015­16­.pdfStandard 1: Purpose and Direction (1.1) 9/20/2016

Oriole_SACMinutesSept.pdf

Standard 1: Purpose and Direction (1.1)

Standard 5: Using Results for Continuous (5.5)

9/20/2016

Oriole­Elementary­School­Advisory­Council­Meeting­Dates­2015.pdf 9/20/2016

1831_01222016_Oriole­Elementary­School­Reading­Intervention­List­2015.pdf

Standard 3: Teaching and Assessing forLearning (3.12) 9/20/2016

SIPOriole__Florida_Department_of_Education.pdfStandard 1: Purpose and Direction (1.3) 9/20/2016

Staff­Handbook­2015­16.pdfStandard 2: Governance and Leadership (2.1) 9/20/2016

Rigby­Training2015.pdf

Standard 3: Teaching and Assessing forLearning (3.1) 9/20/2016

Literacy­Tool­Kit.pdf

Standard 3: Teaching and Assessing forLearning (3.3, 3.12) 9/20/2016

Phonics­for­Reading.pdf

Standard 3: Teaching and Assessing forLearning (3.3, 3.12) 9/20/2016

AnnualLongRangeGoals.pdfStandard 1: Purpose and Direction (1.2) 9/20/2016

Reading­Today.pptx Standard 1: Purpose and Direction 9/20/2016

Title­I­Literacy­Night­Agenda.docxStandard 1: Purpose and Direction (1.2) 9/20/2016

SchoolProfile.docx

Standard 1: Purpose and Direction

Standard 5: Using Results for Continuous9/20/2016

Oriole­ES­ASSIST.pdf Standards Training 9/20/2016

1831_accreditationstakeholder training plan10092015.pdf 9/20/2016

Accreditation Signin 102414.pdf 9/20/2016

Accreditation 1024.pdf 9/20/2016

1831 Accreditation Training Plan 093014.pdf Standards Training 9/20/2016

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 minutesreflect annual needs assessment, SIP monitoring and allocation of Accountability Funds.

SAC Upload Center

File Name Meeting Month Document Type Uploaded Date

Oriole­SAC­Composition.pdf November Approved 11/8/2016

SAC­ByLaws­Oriole.pdf November ByLaws 11/8/2016

Oriole­SAC­SAF­Meeting­Dates.doc November Approved 11/8/2016

2016­17SelfAssessment­Oriole.pdf November Approved 11/8/2016

BEST PRACTICE #4

Scaling Up BEST Practices

CONTINUOUS IMPROVEMENT

School improvement is based on a continuous improvement model, using research­based accepted best practices, which align with studentachievement needs, insure student progress, and may be revised when appropriate.

Band PointsEarned

Rank within SESBand

Points to Next School inSES Band

Points to Bridge Half the Gap to the Topof SES Band

Points to Reach Top ofSES Band

1 226 504 of 584 2 138 276

School Improvement Plan (SIP)

School Name Park Lakes ES (3761)

School Year 2016 ­ 2017

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 toimprove their classroom practices.

PLC Name Day(s) ofWeek

Week(s) ofMonth Start/End Dates Start/End Times Grade

Unwrapping Standards/ CARECurriculum Tuesday 8/30/2016 ­

5/15/20177:15 AM ­ 8:30AM

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 guaranteethat those in danger of failure and/or retention are receiving assistance and support.

Graduation/College and Career Readiness (Early Warning Indicators)

Data For: 2015­2016 (Last updated: 9/20/2016)

Grade StudentEnrollment

% of students withattendance below

90%

% of students with1 or moresuspensions

% of students withcourse failure in ELA

or Math

% of studentslevel 1 in ELA or

Math

% of students exhibiting 2or more Early Warning

Indicators

KG 176 22.73 4.55 ­­ ­­ 0.57

01 200 16.00 4.50 ­­ ­­ 0.50

02 211 16.59 4.74 ­­ ­­ 1.42

03 217 16.59 6.45 ­­ 44.40 10.14

04 223 13.90 12.56 ­­ 63.40 17.49

05 235 8.51 12.34 ­­ 55.80 11.49

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

The school deploys a multi­tiered system of support that includes our schoolwide Positive Behavior Intervention Plan, our Discipline Plan, andcomponents of Social Emotional Learning. In addition to teachers using classroom management techniques related to CHAMPS, "Give me 5",

Whole Brain, etc. we also use strategies related to Social Emotional Learning. All students start the day with a community group talk (Called GRABTime­ Greet, Reflect, Advise, Begin), where students have the opportunitiy to share any issues they are having at home or school and how toeffectively respond to them. At this time teachers also teach the SEL Standards and how to resolve conflict or appropriately respond to certainsituations. This frontloading assists to help identify students who need further assistance with behavioral understanding. As an Extended Day School, we also utilize many resources to improve the academic performance of students identified by the early warningsystem. This includes, but not limited to, iReady, Leveled Literacy Intervention, Progress Monitoring through School City, Reflex (Math),Science4us (Primary Science), Gizmos (Intermediate Science), FUNDations and the use of a Reading Interventionist and other staff includingInstructional Coaches for pullout groups.

RtI Team Meeting Schedule

Day(s) of Week Week(s) of Month Start/End Dates Start/End Times

Monday 1st, 2nd, 3rd, 4th, 5th 9/12/2016 ­ 5/29/2017 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.

Self­Assessment Ratings

Accreditation Standard Overall Rating

Purpose and Direction 3.0

Governance and Leadership 3.17

Teaching and Assessing for Learning 3.17

Resources and Support Systems 3.29

Using Results for Continuous Improvement 3.4

Explain the activities in which your school will participate to increase your overall rating. Include specific details.

We are improving our communication with the stakeholders. We are communicating a strong purpose through our weekly PLC's. Each PLC isguided by the seven pillars of Park Lakes Elementary which are focused on student centered hands­on, research­based learning. For our parents,we plan to increase the number of nights that we share information of our pillars and communicate our plans for success. For the remainder ofour stakeholders, we plan to increase our ability to share our purpose and goals through our SAC/PTA meetings. The plan is rooted in theconcept of continuous ongoing professional development.

Evidence/Artifacts

File Name Standards & Indicator Upload Date

Park­Lakes­Self­Assessment­16_17.pdf 11/8/2016

RTI­Meetings­­­Dec.­2015.pdfStandard 3: Teaching and Assessing for Learning (3.12) 9/20/2016

Blank­Report­Card.pdfStandard 3: Teaching and Assessing for Learning (3.10) 9/20/2016

Comprehesive­Lesson­Plan.pdfStandard 3: Teaching and Assessing for Learning (3.1, 3.3) 9/20/2016

Observation­Data.pdf

Standard 2: Governance and Leadership (2.6)

Standard 3: Teaching and Assessing for Learning (3.4)

9/20/2016

Team­Meeting­Minutes.pdfStandard 2: Governance and Leadership (2.3) 9/20/2016

SAC­minutes­Sep.­2015.pdfStandard 2: Governance and Leadership (2.5) 9/20/2016

Guided­Reading­Survey.pdfStandard 2: Governance and Leadership (2.4) 9/20/2016

MANAGEMENT­TEAM­MEETING­Minutes­12­17­15­01.pdfStandard 2: Governance and Leadership (2.2) 9/20/2016

School­Improvement­Plan­(SIP)_­Park­Lakes­ES­(3761)­2015­­­2016.pdf 9/20/2016

School­Improvement­Plan­(SIP)_­Park­Lakes­ES­(3761)­2015­­­2016.pdf

Standard 1: Purpose and Direction (1.2, 1.3)

Standard 1: Purpose and Direction (1.2, 1.3)

9/20/2016

2­1­Staff­Handbook.pdfStandard 2: Governance and Leadership (2.1) 9/20/2016

5­5­Newsletter.pdfStandard 5: Using Results for Continuous (5.5) 9/20/2016

5­4­Teacher_Individual­Data­Chat.pdfStandard 5: Using Results for Continuous (5.4) 9/20/2016

5­3­Teacher­RTI_Update­Meeting.pdfStandard 5: Using Results for Continuous (5.3) 9/20/2016

5­2­CARE­Chat­Schedule.pdfStandard 5: Using Results for Continuous (5.2) 9/20/2016

5­1­Reading­IFC.pdfStandard 5: Using Results for Continuous (5.1) 9/20/2016

4­7 RTI_IEP­Meeting­ScheduleStandard 4: Resources and Support Systems (4.7) 9/20/2016

4­6 PLE Male­ConferenceStandard 4: Resources and Support Systems (4.6) 9/20/2016

4­5 Technology­PlanStandard 4: Resources and Support Systems (4.5) 9/20/2016

4­4 Math­LessonStandard 4: Resources and Support Systems (4.4) 9/20/2016

4­3 Facilities_Service­Staff­ScheduleStandard 4: Resources and Support Systems (4.3) 9/20/2016

4­2 Daily­Class_ScheduleStandard 4: Resources and Support Systems (4.2) 9/20/2016

4­1 Staff­Roster_RolesStandard 4: Resources and Support Systems (4.1) 9/20/2016

3­11 Guided­Reading­Training

Standard 3: Teaching and Assessing for Learning (3.11)

Standard 5: Using Results for Continuous (5.5)

9/20/2016

3­9 Teacher_Student­Data­Chat­FormStandard 3: Teaching and Assessing for Learning (3.9) 9/20/2016

3­8 Stream­ShowcaseStandard 3: Teaching and Assessing for Learning (3.8) 9/20/2016

3­7 Monthly­NESS­MeetingsStandard 3: Teaching and Assessing for Learning (3.7) 9/20/2016

3­6 IFCStandard 3: Teaching and Assessing for Learning (3.6) 9/20/2016

3­5 Marzano­Meeting­ScheduleStandard 3: Teaching and Assessing for Learning (3.5) 9/20/2016

3­2 CARE_Meeting­MinutesStandard 3: Teaching and Assessing for Learning (3.2) 9/20/2016

3­2 CARE_Meeting­AgendaStandard 3: Teaching and Assessing for Learning (3.2) 9/20/2016

1­1­Pillars­of­PLE.pdfStandard 1: Purpose and Direction (1.1) 9/20/2016

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 minutesreflect annual needs assessment, SIP monitoring and allocation of Accountability Funds.

SAC Upload Center

File Name Meeting Month Document Type Uploaded Date

Park­Lakes­Self­assessment.pdf November Approved 11/9/2016

ParkLakesmeeting­dates.docx November Approved 11/8/2016

SeptemberOctober_SACagendaMinutesSigninSheets.pdf November Monitored 11/8/2016

SACbylaws.docx November ByLaws 10/31/2016

Park­Lakes­SAC­Comp.pdf October None 10/28/2016

BEST PRACTICE #4

Scaling Up BEST Practices

CONTINUOUS IMPROVEMENT

School improvement is based on a continuous improvement model, using research­based accepted best practices, which align with studentachievement needs, insure student progress, and may be revised when appropriate.

Band PointsEarned

Rank within SESBand

Points to Next School inSES Band

Points to Bridge Half the Gap to the Topof SES Band

Points to Reach Top ofSES Band

1 180 553 of 584 4 161 322

School Improvement Plan (SIP)

School Name Rock Island ES (3701)

School Year 2016 ­ 2017

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 toimprove their classroom practices.

PLC Name Day(s) of Week Week(s) of Month Start/End Dates Start/End Times Grade

3701 LAFS­MAFS 5 Thursday 1st2nd3rd4th 8/25/2016 ­ 6/8/2017 1:45 PM ­ 3:00 PM 5

3701 LAFS­MAFS 4 Wednesday 1st2nd3rd4th 8/25/2016 ­ 6/8/2017 1:45 PM ­ 3:00 PM 4

LAFS­MAFS 3 Tuesday 1st2nd3rd4th 8/25/2016 ­ 6/8/2017 1:45 PM ­ 3:00 PM 3

3701 LAFS­MAFS 2 Friday 1st2nd3rd4th 8/25/2016 ­ 6/8/2017 1:45 PM ­ 3:00 PM 2

3701 LAFS­MAFS 1 Monday 1st2nd3rd4th 8/25/2016 ­ 6/8/2017 1:45 PM ­ 3:00 PM 1

3701 LAFS­MAFS K Tuesday 1st2nd3rd4th 8/24/2016 ­ 6/8/2017 3:00 PM ­ 4:00 PM 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 guaranteethat those in danger of failure and/or retention are receiving assistance and support.

Graduation/College and Career Readiness (Early Warning Indicators)

Data For: 2015­2016 (Last updated: 9/20/2016)

Grade StudentEnrollment

% of students withattendance below

90%

% of students with1 or moresuspensions

% of students withcourse failure in ELA

or Math

% of studentslevel 1 in ELA or

Math

% of students exhibiting 2or more Early Warning

Indicators

KG 82 29.27 6.10 ­­ ­­ 1.22

01 87 18.39 3.45 ­­ ­­ 2.30

02 68 20.59 14.71 ­­ ­­ 2.94

03 101 13.86 12.87 ­­ 57.90 18.81

Data For: 2015­2016 (Last updated: 9/20/2016)

Grade StudentEnrollment

% of students withattendance below

90%

% of students with1 or moresuspensions

% of students withcourse failure in ELA

or Math

% of studentslevel 1 in ELA or

Math

% of students exhibiting 2or more Early Warning

Indicators

04 98 17.35 13.27 ­­ 64.50 20.41

05 95 10.53 5.26 ­­ 47.80 7.37

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

To improve the academic performance of students identified by the early warning system we have the following measures in place:

Extended­Day Instruction in Literacy (60 minutes)Social Worker Referral System (generated for specific students)Behavior Tech and Guidance Counselor push­insGuidance Counselor supports teachers with behavior and academic interventionsResponsive Classrooms using Morning Meetings to targer Social Emotional NeedsInstructional Coaches, Reading Interventionists, & Literacy Consultant support grade levels and individual teachers with instructionalstrategiesUse of Running Records to identify student area of academic difficultyTeachers and Support Staff progress monitor their students' data and areas of growth and success to continue to meet their specific needsGrade Level Case Managers meet weekly with teachers to assist with identifying targeted interventions and data analysisOn­going professional development per grade level on multi­tiered strategies and supportParent and Teacher meetings to support the home/school connection

RtI Team Meeting Schedule

Day(s) of Week Week(s) of Month Start/End Dates Start/End Times

Thursday 1st, 2nd, 3rd, 4th, 5th 9/8/2016 ­ 6/1/2017 8:30 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.

Self­Assessment Ratings

Accreditation Standard Overall Rating

Purpose and Direction 4

Governance and Leadership 3.33

Teaching and Assessing for Learning 3

Resources and Support Systems 3

Using Results for Continuous Improvement 2.8

Explain the activities in which your school will participate to increase your overall rating. Include specific details.

Through weekly PLCs and targeted professional developments, we will work to improve our teachers' instructional capacities, confidence, andcomfort level with discussing, comparing, and analyzing each other's data to plan for instruction. During PLCs, Common Planning, and DataChats, we will continuously review student data (past and current) in three week cycles to monitor student progress and/or lack of progress toimplement interventions and adjust instruction based on student needs and individual data. In addition, we will work to increase the involvement ofall Stakeholders, including parent participation, by continuing to have monthly parent meetings (SAC, PTA, Open House, Curriculum Nights, etc.). During these meetings, we will invite our community partners to provide any needed services and encourage all parents to be a part of the SACand/or PTA to ensure that their input is evident at our school.

Evidence/Artifacts

File Name Standards & Indicator Upload Date

Rock­Island­16_17­Self­Assessment.pdf 11/8/2016

Student­Mentoring.docxStandard 3: Teaching and Assessing for Learning (3.9) 9/20/2016

FLDOE­SIP­2015­2016.pdfStandard 2: Governance and Leadership (2.3) 9/20/2016

File Name Standards & Indicator Upload Date

RIE­Leadership­Day­Agenda.docxStandard 2: Governance and Leadership (2.2) 9/20/2016

RIE­Leadership­Days­2015­2016.pdfStandard 2: Governance and Leadership (2.2) 9/20/2016

CARE­Cycle­2­Reading­Data.docStandard 3: Teaching and Assessing for Learning (3.12) 9/20/2016

SAC­Agenda­12­14­15.docxStandard 5: Using Results for Continuous (5.5) 9/20/2016

RIE­Evidence­of­Student­Growth.docxStandard 5: Using Results for Continuous (5.4) 9/20/2016

November­2015­Data­Chat­Schedule.docxStandard 5: Using Results for Continuous (5.3) 9/20/2016

RIE­Trend­Comp.­Data.docxStandard 5: Using Results for Continuous (5.2) 9/20/2016

File Name Standards & Indicator Upload Date

Assessment­Calendar­2015­2016.pdf

Standard 5: Using Results for Continuous (5.1) 9/20/2016

Media­and­Information­Resources.docxStandard 4: Resources and Support Systems (4.4) 9/20/2016

master­schedule­Q3­Sheet1.pdfStandard 4: Resources and Support Systems (4.4) 9/20/2016

Phone­Extension­Roster­15­16!.pdfStandard 4: Resources and Support Systems (4.1, 4.7) 9/20/2016

Student­Support­Services.pdfStandard 4: Resources and Support Systems (4.6, 4.7) 9/20/2016

Morning­Meeting.docxStandard 4: Resources and Support Systems (4.6) 9/20/2016

Morning­Meeting­QR.pdfStandard 4: Resources and Support Systems (4.6) 9/20/2016

File Name Standards & Indicator Upload Date

Technology­Procedures.docx

Standard 4: Resources and Support Systems (4.5) 9/20/2016

RIE­Emergency­Preparedness­1516­2.pdfStandard 4: Resources and Support Systems (4.3) 9/20/2016

RIE­Instructional­Schedule­1516.pdfStandard 4: Resources and Support Systems (4.2) 9/20/2016

RIE­PrePlanning­1516revI­3.pdfStandard 3: Teaching and Assessing for Learning (3.11) 9/20/2016

Monday­Messages­PDs.docxStandard 3: Teaching and Assessing for Learning (3.11) 9/20/2016

RIE­Report­Cards­2015­2016.docxStandard 3: Teaching and Assessing for Learning (3.10) 9/20/2016

Parent­Engagement.docxStandard 3: Teaching and Assessing for Learning (3.8) 9/20/2016

File Name Standards & Indicator Upload Date

Learn.­Exp.­Perform.­Stands..docx

Standard 3: Teaching and Assessing for Learning (3.6) 9/20/2016

Staff­Dev.­Collab.­Learning.docx

Standard 2: Governance and Leadership (2.4)

Standard 3: Teaching and Assessing for Learning (3.5)

9/20/2016

NESS­TIF.docxStandard 3: Teaching and Assessing for Learning (3.4, 3.7) 9/20/2016

Principal­Message.docxStandard 1: Purpose and Direction (1.1) 9/20/2016

Student­Engagement.docxStandard 3: Teaching and Assessing for Learning (3.3) 9/20/2016

Posted­Learning­Objectives­and­Student­Performance­Tasks.docxStandard 3: Teaching and Assessing for Learning (3.1) 9/20/2016

File Name Standards & Indicator Upload Date

CARE­PLC­Plan­&­Data.docxStandard 3: Teaching and Assessing for Learning (3.2) 9/20/2016

AP­Message­Website.docxStandard 1: Purpose and Direction (1.2) 9/20/2016

RIE­Professional­Development­Calendar­1516.pdf

Standard 2: Governance and Leadership (2.6)

Standard 3: Teaching and Assessing for Learning (3.11)

9/20/2016

SAC­2015­2016­Meeting­Dates.docxStandard 2: Governance and Leadership (2.5) 9/20/2016

RIE Staff Handbook

Standard 2: Governance and Leadership (2.1)

Standard 3: Teaching and Assessing for Learning (3.10)

9/20/2016

SAC Agenda SIP Dev.Standard 1: Purpose and Direction (1.3) 9/20/2016

File Name Standards & Indicator Upload Date

ASSIST­Self­Evaluation.pdf 9/20/2016

Train_Agendas_SignIn_2015­2016.pdf Standards Training 9/20/2016

3701_ACC­TrainPlan­Agenda­SignIn_10122015.pdf Standards Training 9/20/2016

Lesson Plan FeedbackStandard 5: Using Results for Continuous (5.5) 9/20/2016

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 minutesreflect annual needs assessment, SIP monitoring and allocation of Accountability Funds.

SAC Upload Center

File Name Meeting Month Document Type Uploaded Date

SACAgendaMinutesSignIn_09132016.pdf September Monitored 11/15/2016

self­assesment.pdf November Approved 11/9/2016

SAC­ByLaws­2016­2017.pdf October ByLaws 10/17/2016

SAC­Composition­Report.PNG October None 10/11/2016

SAC­2016­2017­Meeting­Dates.docx September None 9/29/2016

BEST PRACTICE #4

Scaling Up BEST Practices

CONTINUOUS IMPROVEMENT

School improvement is based on a continuous improvement model, using research­based accepted best practices, which align with studentachievement needs, insure student progress, and may be revised when appropriate.

Band PointsEarned

Rank within SESBand

Points to Next School inSES Band

Points to Bridge Half the Gap to the Topof SES Band

Points to Reach Top ofSES Band

1 276 371 of 584 1 113 226

School Improvement Plan (SIP)

School Name Royal Palm ES (1851)

School Year 2016 ­ 2017

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 toimprove their classroom practices.

PLC Name Day(s) ofWeek

Week(s) ofMonth Start/End Dates Start/End Times Grade

Grade Level Professional LearningCommunity Thursday 1st2nd3rd4th5th 8/25/2016 ­

6/8/20173:00 PM ­ 4:00PM

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 guaranteethat those in danger of failure and/or retention are receiving assistance and support.

Graduation/College and Career Readiness (Early Warning Indicators)

Data For: 2015­2016 (Last updated: 9/20/2016)

Grade StudentEnrollment

% of students withattendance below

90%

% of students with1 or moresuspensions

% of students withcourse failure in ELA

or Math

% of studentslevel 1 in ELA or

Math

% of students exhibiting 2or more Early Warning

Indicators

KG 111 19.82 0.90 ­­ ­­ 0.00

01 137 14.60 2.92 ­­ ­­ 1.46

02 110 9.09 2.73 ­­ ­­ 0.00

03 117 12.82 5.98 ­­ 57.90 8.55

04 175 12.00 15.43 ­­ 60.70 18.29

05 169 18.93 8.28 ­­ 56.40 16.57

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

During the 2016­2017 school year, over 50% of grade 3­5 students scored a level 1 in the ELA or Math Florida Standards Assesment (FSA). Inresult, the following strategies were put into place:

Reading Resource Room5th grade team teaching modelRoyal 5 components (daily 5)Extended learning time (K­5)Measures of Academic Progress (MAP)IReady reading and math

RtI Team Meeting Schedule

Day(s) of Week Week(s) of Month Start/End Dates Start/End Times

Tuesday 1st, 2nd, 3rd, 4th, 5th 9/13/2016 ­ 5/30/2017 8:30 AM ­ 2:00 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.

Self­Assessment Ratings

Accreditation Standard Overall Rating

Purpose and Direction 3.33

Governance and Leadership 3.0

Teaching and Assessing for Learning 3.25

Resources and Support Systems 3.0

Using Results for Continuous Improvement 3.0

Explain the activities in which your school will participate to increase your overall rating. Include specific details.

We ensure that in all areas that we are aware of the ratings given and will improve upon them through ongoing professional development,professional learning communities, and collaborative work with all stakeholders.

Evidence/Artifacts

File Name Standards & Indicator Upload Date

Royal­Palm­2016_17_Self­Assessment.pdf 11/8/2016

File Name Standards & Indicator Upload Date

Standard 5.3Standard 5: Using Results for Continuous (5.3) 9/20/2016

Standard 1.3Standard 1: Purpose and Direction (1.3) 9/20/2016

Standard 4.6 and 4.7Standard 4: Resources and Support Systems (4.6, 4.7) 9/20/2016

Standard 3.10Standard 3: Teaching and Assessing for Learning (3.10) 9/20/2016

Standard 3.9Standard 3: Teaching and Assessing for Learning (3.9) 9/20/2016

Standard 3.3Standard 3: Teaching and Assessing for Learning (3.3) 9/20/2016

Standard 3.5Standard 3: Teaching and Assessing for Learning (3.5) 9/20/2016

File Name Standards & Indicator Upload Date

Standard 5.5Standard 5: Using Results for Continuous (5.5) 9/20/2016

Standard 2.5Standard 2: Governance and Leadership (2.5) 9/20/2016

Standard 3.4 and 3.6Standard 3: Teaching and Assessing for Learning (3.4, 3.6) 9/20/2016

Standard 3.2Standard 3: Teaching and Assessing for Learning (3.2) 9/20/2016

Standard 4.2Standard 4: Resources and Support Systems (4.2) 9/20/2016

Standard 3.11Standard 3: Teaching and Assessing for Learning (3.11) 9/20/2016

Standard 3.7Standard 3: Teaching and Assessing for Learning (3.7) 9/20/2016

File Name Standards & Indicator Upload Date

Standard 4.1Standard 4: Resources and Support Systems (4.1) 9/20/2016

Standard 4.3Standard 4: Resources and Support Systems (4.3) 9/20/2016

Standard 5.2 & 5.4Standard 5: Using Results for Continuous (5.2, 5.4) 9/20/2016

Standard 3.8Standard 3: Teaching and Assessing for Learning (3.8) 9/20/2016

Standard 4.4Standard 4: Resources and Support Systems (4.4, 4.5) 9/20/2016

Standard 2.6Standard 2: Governance and Leadership (2.6) 9/20/2016

Standard 2.3Standard 2: Governance and Leadership (2.3) 9/20/2016

File Name Standards & Indicator Upload Date

Standard 2.2Standard 2: Governance and Leadership (2.2) 9/20/2016

Standard 1.1Standard 1: Purpose and Direction (1.1) 9/20/2016

Standard 5.1Standard 5: Using Results for Continuous (5.1) 9/20/2016

Standard 2.1Standard 2: Governance and Leadership (2.1) 9/20/2016

Self­Assessment2015.pdf 9/20/2016

1851_AccreditationTrainingPlan_15­16.pdf Standards Training 9/20/2016

1851_SelfAssessment_102315.pdf 9/20/2016

Standard 3.6 and 3.12Standard 3: Teaching and Assessing for Learning (3.12) 9/20/2016

File Name Standards & Indicator Upload Date

Standard 3.1Standard 3: Teaching and Assessing for Learning (3.1) 9/20/2016

Standard 1.2 & 2.4

Standard 1: Purpose and Direction (1.2)

Standard 2: Governance and Leadership (2.4)

9/20/2016

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 minutesreflect annual needs assessment, SIP monitoring and allocation of Accountability Funds.

SAC Upload Center

File Name Meeting Month Document Type Uploaded Date

RP­Self­Assessment.pdf November Approved 11/8/2016

RP­SAC­Composition.pdf November Approved 11/8/2016

File Name Meeting Month Document Type Uploaded Date

SACBylawsTemplate16­17.doc November ByLaws 11/7/2016

RPE­SAC­2016­17.doc November A+ Funds 11/7/2016

RPE­STEM­MUSEUM­MAGNET­SCHOOL­agenda.docx September A+ Funds 9/30/2016

BEST PRACTICE #4

Scaling Up BEST Practices

CONTINUOUS IMPROVEMENT

School improvement is based on a continuous improvement model, using research­based accepted best practices, which align with studentachievement needs, insure student progress, and may be revised when appropriate.

Band PointsEarned

Rank within SESBand

Points to Next School inSES Band

Points to Bridge Half the Gap to the Topof SES Band

Points to Reach Top ofSES Band

1 231 494 of 584 2 136 271

School Improvement Plan (SIP)

School Name Thurgood Marshall ES (3291)

School Year 2016 ­ 2017

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 toimprove their classroom practices.

PLC Name Day(s) of Week Week(s) of Month Start/End Dates Start/End Times Grade

ELA and Math Best Practices Wednesday 1st3rd 9/20/2016 ­ 5/24/2017 7:30 AM ­ 4:15 PM 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 guaranteethat those in danger of failure and/or retention are receiving assistance and support.

Graduation/College and Career Readiness (Early Warning Indicators)

Data For: 2015­2016 (Last updated: 9/20/2016)

Grade StudentEnrollment

% of students withattendance below

90%

% of students with1 or moresuspensions

% of students withcourse failure in ELA

or Math

% of studentslevel 1 in ELA or

Math

% of students exhibiting 2or more Early Warning

Indicators

KG 60 20.00 1.67 ­­ ­­ 0.00

01 49 22.45 0.00 ­­ ­­ 0.00

02 86 18.60 6.98 ­­ ­­ 1.16

03 74 10.81 9.46 ­­ 69.60 12.16

04 126 15.08 19.84 ­­ 59.80 19.84

05 75 12.00 14.67 ­­ 51.40 16.00

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

We have implemented strategies to address the percent of students scoring a Level 1 in ELA and/or Math. For ELA, students receive an extra hourdaily in Reading. During this hour students receive insruction in phonics, fluency, and comprehension. Teachers utilize research based resourcessuch as Phonics for Reading, Six Minute Solutions, Readwork.org, etc to assist with increasing proficiency. For math, students are exposed toperformance tasks regualrly. Students are instructed on their level in small groups for remediation and practice fluency skills daily. All students are

put through the RTI process and their porgress is monitored by the RTI team which consists of support staff members, teacher, school pscologist,administration, and parents.

RtI Team Meeting Schedule

Day(s) of Week Week(s) of Month Start/End Dates Start/End Times

Wednesday 2nd 9/7/2016 ­ 5/24/2017 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.

Self­Assessment Ratings

Accreditation Standard Overall Rating

Purpose and Direction 2.0

Governance and Leadership 2.5

Teaching and Assessing for Learning 2.33

Resources and Support Systems 2.29

Using Results for Continuous Improvement 2.8

Explain the activities in which your school will participate to increase your overall rating. Include specific details.

Thurgood Marshall intends to provide numerous professional development to build capacity in teachers that will affect student learning andcontinous improvement. We will utilize available resources to assist in the improvement of student achievement and provide a support system forall stakeholders. The resources will support our purpose of providing a safe, healthy and environmental aware community.

Data from current years will be used to ensure our focus is on an area of need (for students and teachers) and resources are used for thispurpose. Teachers will be provided the opportunity to participate in best practices through our PLCs and learn from collegues to build collegialityamong staff and gain a shared vision.

Evidence/Artifacts

File Name Standards & Indicator Upload Date

Sell­Assessment­(Thurgood­Marshall).pdf 11/9/2016

File Name Standards & Indicator Upload Date

5.2­Kidbykid_data_tool.pdfStandard 5: Using Results for Continuous (5.2) 9/20/2016

2.3_Team­Meetings.pdfStandard 2: Governance and Leadership (2.3) 9/20/2016

2.4­TME­NEWSLETTER­March­2016.docxStandard 2: Governance and Leadership (2.4) 9/20/2016

2.5­SAC­minutes­3291_11202015_SAC­9_1_15(1).pdfStandard 2: Governance and Leadership (2.5) 9/20/2016

4.6­Guidance­Schedule­October­Schedule.docxStandard 4: Resources and Support Systems (4.6) 9/20/2016

5.3­DRA­PD­Powerpoint.pptxStandard 5: Using Results for Continuous (5.3) 9/20/2016

3.12­School­Based­Interventions.pdfStandard 3: Teaching and Assessing for Learning (3.12) 9/20/2016

File Name Standards & Indicator Upload Date

2.2­Leadership­Team­Meeting_Thurgood­Marshall­Meeting­Summary.docxStandard 2: Governance and Leadership (2.2) 9/20/2016

2.1­TME­Faculty­&­Staff­Handbook­Final­15­16.pdfStandard 2: Governance and Leadership (2.1) 9/20/2016

4.4­TME­Media­Center­Weekly­Schedule­­­2015­16­2.pdfStandard 4: Resources and Support Systems (4.4) 9/20/2016

4.5­Technology­inventory3291TME_INVENTORY_TITLE1_102013.pdfStandard 4: Resources and Support Systems (4.5) 9/20/2016

5.5­SAC­minutes.pdfStandard 5: Using Results for Continuous (5.5) 9/20/2016

1.1­SAC­Minutes.pdfStandard 1: Purpose and Direction (1.1) 9/20/2016

1.3­SIP­Plan.pdfStandard 1: Purpose and Direction (1.3) 9/20/2016

File Name Standards & Indicator Upload Date

3.2­C.AR.E­minutes.docStandard 3: Teaching and Assessing for Learning (3.2) 9/20/2016

3.6­Lesson­plans.pdfStandard 3: Teaching and Assessing for Learning (3.6) 9/20/2016

3.3­Lesson­plans.pdfStandard 3: Teaching and Assessing for Learning (3.3) 9/20/2016

3.4­iobservation­data.pdfStandard 3: Teaching and Assessing for Learning (3.4) 9/20/2016

3.2­Turnaround­implementation.docxStandard 3: Teaching and Assessing for Learning (3.2) 9/20/2016

4.7­Guidance­schedule.docStandard 4: Resources and Support Systems (4.7) 9/20/2016

3.1­lesson­plans.pdfStandard 3: Teaching and Assessing for Learning (3.1) 9/20/2016

File Name Standards & Indicator Upload Date

2.6­iobservation­data.pdfStandard 2: Governance and Leadership (2.6) 9/20/2016

4.4­Kinesthetic­Lab­schedule.pdfStandard 4: Resources and Support Systems (4.4) 9/20/2016

4.2­Grade­level­schedules.pdfStandard 4: Resources and Support Systems (4.2) 9/20/2016

3.9­Student­data­chat­sheets.pdfStandard 3: Teaching and Assessing for Learning (3.9) 9/20/2016

3.10­Report­Cards­(K­5).pdfStandard 3: Teaching and Assessing for Learning (3.10) 9/20/2016

3.7­Mentorship­Meeting­Schedule­and­Dates.docStandard 3: Teaching and Assessing for Learning (3.7) 9/20/2016

3.7­Mentorship­purpose­and­evaluation.docStandard 3: Teaching and Assessing for Learning (3.7) 9/20/2016

File Name Standards & Indicator Upload Date

3.7­Mentorship­Welcome­Letter.docStandard 3: Teaching and Assessing for Learning (3.7) 9/20/2016

3.5­Collaborative­­Learning­Team.pdfStandard 3: Teaching and Assessing for Learning (3.5) 9/20/2016

5.1­CARE­Assessment­Cycle­(Math)_5th­Grade.docStandard 5: Using Results for Continuous (5.1) 9/20/2016

3.11­PLC­schedules­2015­2016.docStandard 3: Teaching and Assessing for Learning (3.11) 9/20/2016

4.3­TME­Emergency­Procedures­15­16.docxStandard 4: Resources and Support Systems (4.3) 9/20/2016

4.1­Who­Should­I­See­­­­­2015­16.docStandard 4: Resources and Support Systems (4.1) 9/20/2016

3.8­Title­1­Family­Night.pdfStandard 3: Teaching and Assessing for Learning (3.8) 9/20/2016

File Name Standards & Indicator Upload Date

5.4­Team­Agenda­Minutes.pdfStandard 5: Using Results for Continuous (5.4) 9/20/2016

1.2­Mission­Statement.pdfStandard 1: Purpose and Direction (1.2) 9/20/2016

3.8­Science_Math­Newsletter.pdfStandard 3: Teaching and Assessing for Learning (3.8) 9/20/2016

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 minutesreflect annual needs assessment, SIP monitoring and allocation of Accountability Funds.

SAC Upload Center

File Name Meeting Month Document Type Uploaded Date

TM­SAC_SAF­Schedule.docx November None 11/14/2016

File Name Meeting Month Document Type Uploaded Date

Thurgood­SAC­Comp.pdf November None 11/8/2016

Thurgood­SAC­ByLaws.pdf November ByLaws 11/8/2016

BEST PRACTICE #4

Scaling Up BEST Practices

CONTINUOUS IMPROVEMENT

School improvement is based on a continuous improvement model, using research­based accepted best practices, which align with studentachievement needs, insure student progress, and may be revised when appropriate.

Band PointsEarned

Rank within SESBand

Points to Next School inSES Band

Points to Bridge Half the Gap to the Topof SES Band

Points to Reach Top ofSES Band

1 257 433 of 584 3 123 245

School Improvement Plan (SIP)

School Name Village ES (1621)

School Year 2016 ­ 2017

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 toimprove their classroom practices.

PLC Name Day(s) of Week Week(s) of Month Start/End Dates Start/End Times Grade

Village PLCTuesday Wednesday Thursday

1st2nd3rd4th5th 8/23/2016 ­ 6/9/2017 3:15 PM ­ 4:15 PM 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 guaranteethat those in danger of failure and/or retention are receiving assistance and support.

Graduation/College and Career Readiness (Early Warning Indicators)

Data For: 2015­2016 (Last updated: 9/20/2016)

Grade StudentEnrollment

% of students withattendance below

90%

% of students with1 or moresuspensions

% of students withcourse failure in ELA

or Math

% of studentslevel 1 in ELA or

Math

% of students exhibiting 2or more Early Warning

Indicators

KG 116 20.69 0.86 ­­ ­­ 0.86

01 144 13.89 2.08 ­­ ­­ 1.39

02 131 15.27 0.00 ­­ ­­ 0.00

03 142 9.15 4.23 ­­ 43.60 7.75

04 143 8.39 4.20 ­­ 55.70 7.69

05 161 9.94 6.21 ­­ 47.10 8.07

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

Village Elementary School utilizes the following intervention strategies based on a school created RTI Flowchart for the areas of Mathematics,Comprehension, Vocabulary, Fluency, Phonemic Awareness, Phonics and Behavior. Data is collected weekly or bi­weekly based on the tier to gain input andinform teacher practices based on the student need/s. Some of the interventions are as follows:

small group interventionsDirect instructionOne on one strategiesiReadyAchieve 3000USA Test PrepSuper QAR Quick Readsmonitoring and assessing (Tier 2 bi­weekly, Tier 3 weekly)Journey's Intervention

Write­In ReaderLiteracy Tool Kit

Wilson's Fundations phonics programPush In Support ProgramGo Math ­ Strategic Invervention (K­5)

RtI Team Meeting Schedule

Day(s) of Week Week(s) of Month Start/End Dates Start/End Times

Wednesday 1st, 2nd, 3rd, 4th, 5th 10/3/2016 ­ 6/2/2017 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.

Self­Assessment Ratings

Accreditation Standard Overall Rating

Purpose and Direction 3.0

Governance and Leadership 2.83

Teaching and Assessing for Learning 3.0

Resources and Support Systems 2.29

Using Results for Continuous Improvement 2.6

Explain the activities in which your school will participate to increase your overall rating. Include specific details.

The school will participate in various activites to enhance our Self Assessment Ratings Results that impact each of the various accreditationstandards. Standard I: Purpose and Direction: Village Elementary School has created goals based on the analysis of state assessment data. The curriculum

team has reviewed instructional standards based practices to highlight school wide strengths and weaknesses as evidenced by the previousyear's data. Standard II: Governance and Leadership: Village Elementary School has a clearly defined leadership support system to promote teacher andstudent success. Standard III: Teaching and Assessing for Learning: Curriculum design incorporates daily and weekly formative as well as biweekly summativeassessments that guide teacher effectiveness and student learning. Standard IV: Resources and Support Systems: Village Elementary School participates in district, county, and state programs that support thesocial, emotional, and academic needs of all learners.Standard V: Using Results for Continuous Improvement: Village Elementary School generates data from all stakeholders to inform faculty andstaff of student concerns that inhibit academic progress.

Evidence/Artifacts

File Name Standards & Indicator UploadDate

VILLAGE­16_17­SELF­ASSESSMENT.pdf 11/8/2016

1621­SAC­Committee­Membership­2016­17.pdf 11/1/2016

1621­Mentoring­and­Counseling­Services­Provided­at­Village­Elementary­School.pdf

Standard 3: Teaching and Assessing forLearning (3.9) 9/20/2016

1621­Data­.pdfStandard 5: Using Results for Continuous (5.3) 9/20/2016

File Name Standards & Indicator UploadDate

1621­Sample­Lesson­&­Scale.pdf

Standard 3: Teaching and Assessing forLearning (3.1, 3.6) 9/20/2016

Counseling­Resources­01.docxStandard 4: Resources and Support Systems (4.6) 9/20/2016

1621_Data­Collection­Tool.pdfStandard 5: Using Results for Continuous (5.2) 9/20/2016

1621_Computer­Use­Code.pdfStandard 4: Resources and Support Systems (4.5) 9/20/2016

1621­RTI­FlowChart.pdfStandard 4: Resources and Support Systems (4.7) 9/20/2016

1621_MTSS­Overview.pdfStandard 4: Resources and Support Systems (4.7) 9/20/2016

File Name Standards & Indicator UploadDate

1621_Support­Schedule.pdf

Standard 3: Teaching and Assessing forLearning (3.4, 3.7) 9/20/2016

1621_Media­Schedule.pdfStandard 4: Resources and Support Systems (4.4) 9/20/2016

1621­Village­Novel­Sets­.pdfStandard 4: Resources and Support Systems (4.4) 9/20/2016

1621_Teacher­Resource­Books..pdfStandard 4: Resources and Support Systems (4.4) 9/20/2016

1621_PLC­.pdf

Standard 3: Teaching and Assessing forLearning (3.5) 9/20/2016

1621_Leadership­Meeting.pdf

Standard 3: Teaching and Assessing forLearning (3.12) 9/20/2016

File Name Standards & Indicator UploadDate

1621_First­Quarter­Projects.pdf

Standard 3: Teaching and Assessing forLearning (3.1, 3.6) 9/20/2016

1621_Assessment­Project­Calendar­15­16­R101915­2.pdf

Standard 3: Teaching and Assessing forLearning (3.2) 9/20/2016

1621_ComputerLabSchedule.pdfStandard 4: Resources and Support Systems (4.5) 9/20/2016

1621_12182015_­1621­October­2015­­minutes­updated­.pdfStandard 2: Governance and Leadership (2.5) 9/20/2016

September­2015­Newsletter.pdfStandard 1: Purpose and Direction (1.1, 1.3) 9/20/2016

1621­Safety­Inspection­Report.pdfStandard 4: Resources and Support Systems (4.3) 9/20/2016

File Name Standards & Indicator UploadDate

1621­Quarterly­Projects­Schedule.docStandard 5: Using Results for Continuous (5.1) 9/20/2016

1621­Village­ES­Annual­Title­I­School­Parent­Survey­2014­2015­­­.pdf

Standard 3: Teaching and Assessing forLearning (3.8) 9/20/2016

1621­Audit­Report.pdfStandard 4: Resources and Support Systems (4.2, 4.4) 9/20/2016

1621­Data­Questions.docStandard 5: Using Results for Continuous (5.2) 9/20/2016

1621­Student­Data­Sheet­.docxStandard 5: Using Results for Continuous (5.2, 5.4) 9/20/2016

1621­Staffing­Report.pdf 9/20/2016

File Name Standards & Indicator UploadDate

1621­Staffing­Report.pdf

Standard 4: Resources and Support Systems (4.1, 4.2)

Standard 4: Resources and Support Systems (4.1, 4.2)

9/20/2016

1621­Operating­Budget­Report­SAPBW70_DOWNLOAD.pdf

Standard 4: Resources and Support Systems (4.2) 9/20/2016

1621­NESS­Meeting­Schedule.doc

Standard 3: Teaching and Assessing forLearning (3.7)

Standard 4: Resources and Support Systems (4.1)

9/20/2016

October­2015­Newsletter.pdf

Standard 3: Teaching and Assessing forLearning (3.8) 9/20/2016

1621­Professional­Development.pdf

Standard 3: Teaching and Assessing forLearning (3.3, 3.7, 3.11) 9/20/2016

File Name Standards & Indicator UploadDate

1621­Grading­Criteria.pdf

Standard 3: Teaching and Assessing forLearning (3.10) 9/20/2016

1621­iObservation­Report­Look­Fors.pdf

Standard 2: Governance and Leadership (2.6) 9/20/2016

1621­SAC­SAF­PTO­15­16.pdfStandard 2: Governance and Leadership (2.4) 9/20/2016

1621­VE­Faculty­Handbook­2015­2016­rvsd11.24.15.docxStandard 2: Governance and Leadership (2.1, 2.3) 9/20/2016

1621­Vision­and­Mission­Statements.pdfStandard 1: Purpose and Direction (1.2) 9/20/2016

1621­09092015­Minutes.pdfStandard 1: Purpose and Direction (1.2) 9/20/2016

File Name Standards & Indicator UploadDate

School­Improvement­Plan­(SIP)_­Village­ES­(1621)­2015­­­2016.pdf

Standard 2: Governance and Leadership (2.3)

Standard 5: Using Results for Continuous (5.5)

9/20/2016

1621_Accreditation­Training­Attendance.pdf Standards Training 9/20/2016

1621_Accreditation­Stakeholders­Training­Plan.pdf Standards Training 9/20/2016

1621_VillageES_ASSIST_SelfAssessment.pdf 9/20/2016

1621 Facilites Maintainance History .pdfStandard 4: Resources and Support Systems (4.3) 9/20/2016

1621 Literacy Plan Dates.pdfStandard 4: Resources and Support Systems (4.2) 9/20/2016

1621 Facilities_Classroom Checklist.pdfStandard 4: Resources and Support Systems (4.3) 9/20/2016

File Name Standards & Indicator UploadDate

1621 Best Practices

Standard 3: Teaching and Assessing forLearning (3.6) 9/20/2016

162 MTSS RTI ManualStandard 3: Teaching and Assessing forLearning (3.9)

9/20/2016

1621 Struggling Readers Chart

Standard 3: Teaching and Assessing forLearning (3.4) 9/20/2016

1621 High Probability Elements (Research Based Practices)

Standard 3: Teaching and Assessing forLearning (3.3, 3.4) 9/20/2016

1621 Org ChartStandard 2: Governance and Leadership (2.2) 9/20/2016

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 minutesreflect annual needs assessment, SIP monitoring and allocation of Accountability Funds.

SAC Upload Center

File Name Meeting Month Document Type Uploaded Date

1621­SAC­October­2016­Minutes.docx October Monitored 11/17/2016

1621_November­SAC­Attendance.pdf November Monitored 11/17/2016

1621_October­SAC­Attendance.pdf October Monitored 11/17/2016

Village­DIAGNOSTIC.pdf October A+ Funds 10/28/2016

1621­16­17­SAC­Committee­Membership.pdf September Developed 10/5/2016

1621­16­17­SAC­ByLaws.pdf September ByLaws 10/5/2016

1621_9142016­SAC­Attendance.pdf September Developed 9/29/2016

1621_SACMinutes_09142016.pdf September Developed 9/29/2016

BEST PRACTICE #4

Scaling Up BEST Practices

CONTINUOUS IMPROVEMENT

School improvement is based on a continuous improvement model, using research­based accepted best practices, which align with studentachievement needs, insure student progress, and may be revised when appropriate.

Band PointsEarned

Rank within SESBand

Points to Next School inSES Band

Points to Bridge Half the Gap to the Topof SES Band

Points to Reach Top ofSES Band

1 255 436 of 584 2 124 247

School Improvement Plan (SIP)

School Name Westwood Heights ES (0631)

School Year 2016 ­ 2017

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 toimprove their classroom practices.

PLC Name Day(s) of Week Week(s) of Month Start/End Dates Start/End Times Grade

Integrating Science Thursday 3rd 9/5/2016 ­ 5/26/2017 3:15 PM ­ 4:15 PM K, 1, 2, 3, 4, 5

MTSS/RTI Thursday 1st2nd4th 9/5/2016 ­ 5/26/2017 3:15 PM ­ 4:15 PM 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 guaranteethat those in danger of failure and/or retention are receiving assistance and support.

Graduation/College and Career Readiness (Early Warning Indicators)

Data For: 2015­2016 (Last updated: 9/20/2016)

Grade StudentEnrollment

% of students withattendance below

90%

% of students with1 or moresuspensions

% of students withcourse failure in ELA

or Math

% of studentslevel 1 in ELA or

Math

% of students exhibiting 2or more Early Warning

Indicators

KG 90 30.00 4.44 ­­ ­­ 2.22

01 74 6.76 8.11 ­­ ­­ 0.00

02 86 15.12 6.98 ­­ ­­ 0.00

03 97 14.43 6.19 ­­ 54.00 10.31

04 75 8.00 21.33 ­­ 70.00 22.67

05 93 15.05 10.75 ­­ 49.40 9.68

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

Super QAR Journey’s Toolkit (K­5)

LLI (K­5)Fundations (K­3)Phonics for Reading (2­5)iReady (web­based) (K­5) Go Math – Strategic Intervention (K­5)iReady (web­based) (K­5)TouchMath (K­4)Reflex Math (web­based) (2­5)FCRR Fluency Probes (1­5) Quick Reads (1­5)

RtI Team Meeting Schedule

Day(s) of Week Week(s) of Month Start/End Dates Start/End Times

Tuesday 1st, 2nd, 3rd, 4th, 5th 9/5/2016 ­ 5/26/2017 3:15 PM ­ 4:15 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.

Self­Assessment Ratings

Accreditation Standard Overall Rating

Purpose and Direction 3.0

Governance and Leadership 3.17

Teaching and Assessing for Learning 2.92

Resources and Support Systems 3.29

Using Results for Continuous Improvement 3.20

Explain the activities in which your school will participate to increase your overall rating. Include specific details.

The activities Westwood Heights Elementary will participate in to increase our overall ratings include:

Implement a continuous improvement model ti allowing leadership and staff to work collaboratively through district established policiesand procedures, and to achieve improved learner success.Continue to implement strong data collection processes, through multiple measures including but not limited to formative assessments, toinform the ongoing modification of instruction and provide data for possible curriculum revision and/or enhancement.Consistently utilize instructional strategies that require students to apply knowledge and skills, integrate content and skills with otherdisciplines, through the use of available technology as instructional resources and learning tools. To improve this area, instructionalcoaches will model instruction and provide professional learning opportunities that include various ways to integrate content, skills, andtechnology.Continue to define clearly, policies, processes, and procedures that ensure schools leaders have access to, hire, place, and retain qualifiedprofessional and support staff.Implement a procedure where school personnel and students are accountable for maintaining the expectations of a safe and cleanenvironment and continuously monitor these conditions.Improvement plans are developed, implemented, and closely monitored by appropriate personnel as necessary.Continued use of CARE assessment data to assess program effectiveness.

Continued school's systematic processes and procedures for collecting, analyzing, and applying learning from all data sources. Teachersand instructional coaches use data to design, implement, and evaluate continuous improvement plans to improve student learning,instruction, the effectiveness of programs, and organizational conditions.Implement an individualized professional development program related to the evaluation, interpretation, and use of data to increaseeducators ability to increase learner achievement.

Evidence/Artifacts

File Name Standards & Indicator Upload Date

WESTWOOD­16_17­SELF­ASSESSMENT.pdf 11/8/2016

Team­Leader­Release­Day­FEb..pdfStandard 5: Using Results for Continuous (5.3) 9/20/2016

infrastructure.pdfStandard 4: Resources and Support Systems (4.5) 9/20/2016

SAC­Agenda­2­2­16­Complete.docStandard 5: Using Results for Continuous (5.5) 9/20/2016

PLC Sign InStandard 3: Teaching and Assessing for Learning (3.5) 9/20/2016

File Name Standards & Indicator Upload Date

Staff ASSIST Survey Results

Standard 2: Governance and Leadership (2.4) 9/20/2016

Science­5th­Grade­Instructional­Cycles­copy.docxStandard 5: Using Results for Continuous (5.1) 9/20/2016

Professional­Development­Schedule.docxStandard 3: Teaching and Assessing for Learning (3.11) 9/20/2016

0631_SACAgendaMinutesSignInSheets­copy.pdfStandard 1: Purpose and Direction (1.1) 9/20/2016

Sac­Minutes­11­3­15­copy.docxStandard 2: Governance and Leadership (2.5) 9/20/2016

Conference.pdfStandard 3: Teaching and Assessing for Learning (3.8) 9/20/2016

Copy­of­Media­Schedule­for­book­fair­­2.xlsxStandard 4: Resources and Support Systems (4.4) 9/20/2016

File Name Standards & Indicator Upload Date

School­Improvement­Mid­Year­Refelection.pdf

Standard 5: Using Results for Continuous (5.4) 9/20/2016

Westwood­Heights­Counseling­Department­2015.docxStandard 4: Resources and Support Systems (4.6, 4.7) 9/20/2016

Mentor ClubStandard 3: Teaching and Assessing for Learning (3.9) 9/20/2016

Coaches­and­Mentors­Assignments.xlsxStandard 3: Teaching and Assessing for Learning (3.7) 9/20/2016

Walkthrough­Data.xlsxStandard 3: Teaching and Assessing for Learning (3.4) 9/20/2016

Fire­&­Tornado­Drill­Procedures­15­16.pdfStandard 4: Resources and Support Systems (4.3) 9/20/2016

VISION­STATEMENT.pngStandard 1: Purpose and Direction (1.2) 9/20/2016

File Name Standards & Indicator Upload Date

Support­Staff­Meeting­WHE­Agenda­010416.docx

Standard 5: Using Results for Continuous (5.5) 9/20/2016

Team­Leader­Release.pdfStandard 2: Governance and Leadership (2.3, 2.4) 9/20/2016

Staff­Roster.pdfStandard 4: Resources and Support Systems (4.1) 9/20/2016

Report­Card.pdfStandard 3: Teaching and Assessing for Learning (3.10) 9/20/2016

Kindergarten­Daily­Agenda­2015.docxStandard 4: Resources and Support Systems (4.2) 9/20/2016

4th Grade Reflex FluencyStandard 3: Teaching and Assessing for Learning (3.3) 9/20/2016

3,­4,­5­Care­4­Whole­Grade­Data­Sheet.docStandard 5: Using Results for Continuous (5.2) 9/20/2016

File Name Standards & Indicator Upload Date

CARE Cycle

Standard 3: Teaching and Assessing for Learning (3.1, 3.3) 9/20/2016

MTSS­RtI­Process­WHE.docStandard 3: Teaching and Assessing for Learning (3.12) 9/20/2016

MTSS­RtI­Intervention­Practice­WHE.docStandard 3: Teaching and Assessing for Learning (3.12) 9/20/2016

Science­4th­Grade­Instructional­Cycles.docxStandard 3: Teaching and Assessing for Learning (3.6) 9/20/2016

Gr­5­Math­IFC­Quarter­2.docxStandard 3: Teaching and Assessing for Learning (3.2) 9/20/2016

School Improvement PlanStandard 1: Purpose and Direction (1.3) 9/20/2016

Team Leader Release Agenda/MinutesStandard 2: Governance and Leadership (2.3) 9/20/2016

File Name Standards & Indicator Upload Date

WHE­Faculty­Handbook­15­16.pdf

Standard 2: Governance and Leadership (2.1, 2.2) 9/20/2016

Accreditation Training Agenda Standards Training 9/20/2016

Accreditation Training Plan Standards Training 9/20/2016

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 minutesreflect annual needs assessment, SIP monitoring and allocation of Accountability Funds.

SAC Upload Center

File Name Meeting Month Document Type Uploaded Date

SAC­Minutes­Agenda­Sign­In­11.1.pdf November A+ Funds 11/7/2016

A­Plus­Ballot.pdf October A+ Funds 11/2/2016

File Name Meeting Month Document Type Uploaded DateWestwood­Heights­­SAC­Composition­10­28­.pdf October A+ Funds 10/29/2016

SAC­and­SAF­Meeting­Dates.docx September None 10/28/2016

Sac­10­4­Agenda­Minutes­SIgn­In.pdf October Monitored 10/11/2016

SIP_2016­17_06­Broward_0631­Westwood_Heights_Elementary.pdf September Approved 9/29/2016

SAC­ByLaws­2016­2017.pdf September ByLaws 9/13/2016

2016­2017­SAC­Composition.pdf September None 9/13/2016

SAC­Agenda­Minutes­9­6­16.doc September Approved 9/9/2016

SAC­Agenda,­Minutes,­SIgn­in­9616.pdf September Developed 9/9/2016

SAC­Agenda,­Minutes,­SIgn­in­9616.pdf September ByLaws 9/9/2016

BEST PRACTICE #4

Scaling Up BEST Practices

CONTINUOUS IMPROVEMENT

School improvement is based on a continuous improvement model, using research­based accepted best practices, which align with studentachievement needs, insure student progress, and may be revised when appropriate.

Band PointsEarned

Rank within SESBand

Points to Next School inSES Band

Points to Bridge Half the Gap to the Topof SES Band

Points to Reach Top ofSES Band

1 265 412 of 584 1 119 237