Embed Size (px)
Citation preview
Seminole County Public SchoolsThe Mission of the Seminole County Public Schools is to ensure that all students acquire the knowledge, skills, and
attitudes to be productive citizens.
www.scps.k12.fl.us
Rainbow Elementary School
School Improvement Plan 2020-2021
Purpose and Outline of the SIP
The SIP is intended to be the primary artifact used by every school with stakeholders to review data, set goals, create an action plan and monitor progress. A corollary at the district level is the Strategic Plan, designed to help district leadership make the necessary connections between school and district system initiatives. The Florida Department of Education encourages schools to use the SIP as a “living document” by continually updating, refining and using the plan to guide their work throughout the year.
School Information
Provide the school's mission statementThe mission of Rainbow Elementary is to ensure that all students acquire the knowledge, skills, and attitudes to be productive citizens in our great country and in the global economy.
Provide the school's vision statementThe Rainbow family will nurture a fun and focused academic community leading to responsibility and growth.
List the members of the leadership team.
Name
Kristina Marshall
Title
Principal
Responsibilities
All building operations & instructionalpractices.
Fallon Crosby Assistant Prinicipal [email protected] Supports all building operations & instructionalpractices.
Heidi Kennedy Instructional Coach [email protected] Provides instructional support to teachers,paraprofessionals, and students.
Vanessa Battreal School AdministrationManager/Teacher Interventionist
[email protected] Provides resources to students & teachers;implements academic interventions for gradesK-5.
Mary Miller School Counselor [email protected] Provides social-emotional support includingindividual & small group counseling.
[email protected] Marvulli ETF Provides technological instruction to students &faculty; maintains social media & schoolwebsite.
Supportive Environment
Describe how the school involved parents and the community in developing this plan. The school involved parents and the community in developing this plan by reviewing Snapshot survey. The Snapshot survey provides feedback regarding "what parents like" and "whatparents want improved" regarding Rainbow Elementary. The School Advisory Council works in partnership with the school in providing meaningful feedback.
Describe how the school works at building positive relationships with families to increase involvement efforts to communicate the school's mission and vision, and keep parents informed of their child's progress.Parents are encouraged to participate in all things Rainbow! Teachers and administrators use multiple means of communication including but not limited to, (1) contacting families priorto the start of school to welcome the students to the new school year, (2) inviting families to curriculum nights, open house meetings to meet teachers and school staff and to learn aboutthe curriculum, (3) providing access to students' grades and other relevant achievement information through the SCPS Skyward Family Access Portal, (4) scheduling of parentconferences, (5) inviting parents to participate in SAC and PTA Boards, (6) inviting families to attend PTA meetings and participate in school-related events, (7) using social medianetworks and school messenger, (8) advertising on the school marquee, (9) and numerous out-reach networks developed by school staff.
Describe how the school ensures the social-emotional needs of all students are being met, which may include providing counseling, mentoring and other pupil services.Rainbow Elementary School is focused on ensuring the social-emotional needs of our students are met. We provide small group counseling for students to develop appropriate socialskills. Our school counselor provides character education lessons each on the Rainbow Rocket News. Our administration, school counselor, and ESE teachers provide support tostudents and teachers by sharing information, strategies, and collaboration as to what is best for our students. The classroom teachers will be implementing a social-emotional learningcurriculum. Our goal is to build relationships and create a safe environment where our students can thrive every day.
Student Transition and Readiness
College and Career Readiness
Describe the strategies the school uses to advance college and career awareness, which may include establishing partnerships with business, industry or community organizations.Rainbow Elementary provides students the opportunity to learn and prepare for their future in both college and career. Every November Rainbow Elementary participates in “Teach-In”which provides an opportunity for local business people to come to talk with the students about their individual fields, which have included: law enforcement, florists,dentistry/orthodontics, telecommunications, hospitality, optometry, and technology. These types of events allow students to see a large sampling of the types of careers available in thefuture, and lends itself to fostering conversations about their future.
Identify the career and technical education programs available to students and industry or community organizations.Rainbow Elementary provides fourth and fifth grade students that are ready academically, advanced math courses.The annual Egg Drop allows 5th grade students to problem solve, andinvent a protective device to protect their egg from a 100 foot drop. All students participate in computer coding lessons that promote information and digital literacy, collaboration,perseverance, and higher level thinking skills. Rainbow Elementary students will have the opportunity to participate in before & after-school clubs including: Art Club, Chorus, LegoClub, Project Youth, STEAM club, video game creator club, and Odyssey of the Mind.
Elementary Essential Instructional Priority #1 – Quality Instruction
Essential Instructional Priority #1: Quality Instruction All Seminole County Public Schools will strive for excellence in English/Language Arts, Mathematics and Science based on the current Florida Department of Education A+ Accountability Program.
A. Lessons aligned to Florida Standards at the appropriate level of complexityB. Ongoing feedback loop between leadership and teacher, students and teachers and student with studentsC. PLC focused on data, instructional planning and student evidence of learningAll SCPS schools serving K-8 students have an Early Warning system in place that is in compliance with s. 1001.42(18)(b), F.S.; SCPS academic intervention/support programs and/or dropout prevention programs reflected
per s. 1003.53(2)(b), F.S.
*All data targets are reported as percentages with the exception of 5E data targets, which are reported as scale scores.
Math
Indicators Strategic Plan Target
Achievement B.1.1Achievement for sub group: Black B.1.1Achievement for sub group: Hispanic B.1.1Achievement for sub group: White B.1.1Achievement for sub group: Mul B.1.1Achievement for sub group: SWD B.1.1Achievement for sub group: FRL B.1.1Achievement for sub group: ELL B.1.1Learning Gains B.1.1Learning Gains of the Low 25% B.1.1Learning Gains for High 1 levels B.1.1Learning Gains for High 2 levels B.1.1Learning Gains for Low 3 levels B.1.1Learning Gains for sub group: Black B.1.1Learning Gains for sub group: Hispanic B.1.1Learning Gains for sub group: White B.1.1Learning Gains for sub group: Mul B.1.1Learning Gains for sub group: SWD B.1.1Learning Gains for sub group: FRL B.1.1Learning Gains for sub group: ELL B.1.1Math iReady achieving growth target (K-5) B.2.3
Math iReady at or above grade level (K-5) B.2.3
ELA
Indicators Strategic Plan Target
Achievement B.1.1Achievement for sub group: Black B.1.1Achievement for sub group: Hispanic B.1.1Achievement for sub group: White B.1.1Achievement for sub group: Mul B.1.1Achievement for sub group: SWD B.1.1Achievement for sub group: FRL B.1.1Achievement for sub group: ELL B.1.1Learning Gains B.1.1Learning Gains of the Low 25% B.1.1Learning Gains for High 1 levels B.1.1Learning Gains for High 2 levels B.1.1Learning Gains for Low 3 levels B.1.1Learning Gains for sub group: Black B.1.1Learning Gains for sub group: Hispanic B.1.1Learning Gains for sub group: White B.1.1Learning Gains for sub group: Mul B.1.1Learning Gains for sub group: SWD B.1.1Learning Gains for sub group: FRL B.1.1Learning Gains for sub group: ELL B.1.1ELA iReady achieving growth target (K-5) B.2.3ELA iReady at or above grade level (K-5) B.2.3
Science
Indicators Strategic Plan Target
Achievement B.1.1Achievement for sub group: Black B.1.1
Achievement for sub group: Hispanic
B.1.1
Achievement for sub group: White B.1.1
Achievement for sub group: Mul B.1.1
Achievement for sub group: SWD B.1.1
Achievement for sub group: FRL B.1.1
Achievement for sub group: ELL B.1.1
5 Essentials
Indicators Strategic Plan Target
5E_SM_Classroom Rigor B.1.1
5E Ambitious Instruction B.1.1
5E Collaborative Teachers B.1.1
Elementary School Essential Instructional Priority #1 - Quality Instruction
Action Plan
Student owned progress monitoring
Q29 - Student owned progress monitoring Action Item 1
Strategy/Action Item
Person(s)Responsible
DeliverableDue Date
PD (Y/N)
When will this actiontake place?
What evidence willthere be to reflectmonitoring for thisstrategy?
ESSA FindingAddressed
Each student willmaintain a data notebookto track their progressover the course of theschool year. Each gradelevel will be responsiblefor determining the datapoints to be tracked overthe course of the schoolyear.
Classroom Teachers,Administration
May-2021 N MonthlyWalk-throughs, Parentconferences
N/A
Low 30% Monitoring
Strategy/Action Item
Person(s) Responsible
Deliverable Due Date
PD (Y/N)
When will this actiontake place?
What evidence willthere be to reflectmonitoring for thisstrategy?
ESSA FindingAddressed
PLC Meetings will beconducted to identifylowest 30%.
Administration,Instructional Coach,Classroom Teachers,Teacher Interventionist
August/September 2020 Y Once
Electronic data sheetswill be completed &students clearlyidentified.
N/A
PLC Meeting review --Reading Club StrategicReview PLC memberswill review the students'formative assessments todetermine theeffectiveness of theinterventions that arebeing provided.
Administration,Classroom Teachers,Instructional Coach,Teacher Interventionist
May 2021 N Approx. every 6 weeksFormative data results,FSA ELA results
N/A
Q40 - Low 30% Monitoring Action 3
PLC Meetings: I-ReadyWork Sessions will focuson the review of lessonpass rates & skill areasdeficits to determineareas of focus.
Instructional Coach,Teacher Interventionist,Classroom Teachers,Administration
May 2021 YTwice monthly beginningin September 2020
Exit tickets N/A
PLC Meetings - PLCmembers will meet toreview students'comprehensionassessments, math unittests, and I-Readyperformance.
Classroom teachers,Instructional Coach,Teacher Interventionist,Administration
May 2021 YMonthly; Long RangeInstructional Plan of eachPLC
Unit test result data,Comprehensionassessment data
N/A
High Level 1 / Level 2 MonitoringQ49 - High Level 1 / High Level 2 monitoring Action 1
Strategy/Action Item
Person(s)Responsible
Deliverable Due Date
PD(Y/N)
When will this action takeplace?
What evidence will therebe to reflect monitoringfor this strategy?
ESSA Finding Addressed
Students are strategicallyplaced in small group settingduring Reading Club tofocus on differentiatedinstruction aligned to theirskill needs. The lowest 30%is monitored regularlythrough the LeadershipTeam meetings, MTSS, andgrade 3-5 team datameetings. PLC Meetingreview -- Reading ClubStrategic Review PLCmembers will review thestudents' formativeassessments to determine theeffectiveness. of theinterventions that are beingprovided.
Administration, ClassroomTeachers, InstructionalCoach, TeacherInterventionist
May 2021 N Approx. every 6 weeksFormative data results, FSAELA results
N/A
Q50 - High Level 1 / High Level 2 monitoring Action 2
Students are strategicallyplaced in small groupsetting during Reading Clubto focus on differentiatedinstruction aligned to theirskill needs. The lowest 30%is monitored regularlythrough the LeadershipTeam meetings, MTSS, andgrade 3-5 team datameetings. PLC Meetings: I-Ready Work Sessions willfocus on the review oflesson pass rates & skillareas.
Instructional Coach,Teacher Interventionist,Classroom Teachers,Administration
May 2021 YTwice monthly beginning inSeptember 2020
Exit tickets N/A
Q52 - High Level 1 / High Level 2 monitoring Action 4
Q51 - High Level 1 / High Level 2 Action 3
Strategy/ Action Item
Person(s) Responsible
Deliverable Due Date
PD (Y/N)
When will this action takeplace?
What evidence will therebe to reflect monitoringfor this strategy?
ESSA Finding Addressed
Students are strategicallyplaced in small groupsetting during ReadingClub to focus ondifferentiated instructionaligned to their skillneeds. The lowest 30% ismonitored regularlythrough the LeadershipTeam meetings, MTSS,and grade 3-5 team datameetings. PLC memberswill meet to reviewstudents' comprehensionassessments, math unittests, and I-Readyperformance.
Classroom Teachers,Instructional Coach,Teacher Interventionist,Administration
May 2021 NMonthly; Long RangeInstructional plan of eachPLC
Unit test result data,ComprehensionAssessment Data
N/A
Students are strategicallyplaced in small groupsetting during Reading Clubto focus on differentiatedinstruction aligned to theirskill needs. The lowest 30%is monitored regularlythrough the LeadershipTeam meetings, MTSS, andgrade 3-5 team datameetings. PLC Meetingswill include the ESETeacher (support facilitator)and focus on the review ofreading & math progress ofESE students.
Classroom Teacher, ESETeacher, Administration,Instructional Coach,Teacher Interventionist
May 2021 Y September 2020 Biweekly N/A
Low Level 3 MonitoringQ60 - Low Level 3 monitoring Action 1
Strategy/Action Item
Person(s)Responsible
Deliverable Due Date
PD (Y/N)
When will this actiontake place?
What evidence willthere be to reflectmonitoring for thisstrategy?
ESSA FindingAddressed
Students are strategicallyplaced in small groupsetting during ReadingClub to focus ondifferentiated instructionaligned to their skillneeds. The lowest 30% ismonitored regularlythrough the LeadershipTeam meetings, MTSS,and grade 3-5 team datameetings. PLC Meetingreview -- Reading ClubStrategic Review PLCmembers will review thestudents' formativeassessments to determinethe effectiveness. of theinterventions that arebeing provided.
Administration,Classroom Teachers,Instructional Coach,Teacher Interventionist
May 2021 N Approx. every 6 weeksFormative data results,FSA ELA results
N/A
Q61 - Low Level 3 monitoring Action 2
Strategy/Action Item
Person(s) Responsible
Deliverable Due Date
PD (Y/N)
When will this action takeplace?
What evidence will therebe to reflect monitoringfor this strategy?
ESSA Finding Addressed
Students are strategicallyplaced in small groupsetting during Reading Clubto focus on differentiatedinstruction aligned to theirskill needs. The lowest 30%is monitored regularlythrough the LeadershipTeam meetings, MTSS, andgrade 3-5 team datameetings. PLC Meetings: I-Ready Work Sessions focuson review of lesson passrates & skill areas.
Instructional Coach,TeacherInterventionist, ClassroomTeachers, Administration
May 2021 YTwice monthly beginning inSeptember 2020
Exit tickets N/A
Q62 - Low Level 3 monitoring Action 3
Students are strategicallyplaced in small group settingduring Reading Club tofocus on differentiatedinstruction aligned to theirskill needs. The lowest 30%is monitored regularlythrough the LeadershipTeam meetings, MTSS, andgrade 3-5 team datameetings. PLC Meetings -PLC members will meet toreview students'comprehension assessments,math unit tests, and I-Readyperformance.
Classroom Teachers,Instructional Coach, TeacherInterventionist,Administration
May 2021 NMonthly; Long RangeInstructional plan of eachPLC
Unit test result data,Comprehension assessmentdata
N/A
Tutorial
Q72 - Action Item 1
Strategy/Action Item
Person(s)Responsible
DeliverableDue Date
PD (Y/N)
When will this actiontake place?
What evidence willthere be to reflectmonitoring for thisstrategy?
ESSA FindingAddressed
We will provide after-school math tutorial forlowest 30% students.
Tutorial Teachers,Administration,Instructional Coach,Teacher Interventionist
May 2021 N Fall 2020 & Spring 2021 Entry/exit data N/A
Q73 - Action Item 2
We will provide after-school reading tutorialfor lowest 30% students.
Tutorial Teachers,Administration,Instructional Coach,Teacher Interventionist
May 2021 N Fall 2020 & Spring 2021 Entry/exit data N/A
Elementary School Essential Instructional Priority # 2 - Conditions for Learning
Action Plan Attendance Monitoring Q72 - Attendance Monitoring Action 1
Strategy/Action Item
Person(s)Responsible
DeliverableDue Date
PD(Y/N)
When will this actiontake place?
What evidence willthere be to reflectmonitoring for thisstrategy?
ESSA FindingAddressed
The school will monitorstudent attendancethrough the schoolcounselor, school socialworker, and classroomteachers. Teachers willcontact parents to notifyof attendance concerns.Truancy meetings will bescheduled as needed.
School Counselor,Administration, SchoolSocial Worker, ClassroomTeachers
May 2021 N Monthly
Attendance data,EdInsight Reports,Truancy Letters, Skywardattendance
N/A
Safety Survey
Q90 - Safety Survey - Area of Improvement
Name/Topic of Strategy
Strategy/Action Item
Person(s)Responsible
DeliverableDue Date
PD(Y/N)
When will thisaction take place?
What evidence willthere be to reflectmonitoring for thisstrategy?
ESSA FindingAddressed
Students were asked"Do you know wherethe hard/safe cornersare in each of yourclassrooms?"
Teachers will identifythe hard/safe cornerswith their students.Specials areasteachers will reviewthe hard/safe cornersin their classroomsquarterly to ensure allstudents are aware.
Classroom Teachers May 2021 Y QuarterlyReview of safetyprocedures will benoted in lesson plans.
N/A
Elementary Essential Instructional Priority #3 – Skills for Future Ready Graduates
Essential Instructional Priority #3: Skills for Future Ready Graduates Seminole County Public Schools will prepare each student for academic and job related success in the 21st century by offering rigorous learning environments. A. Demonstrate a growth mindset with high expectations for all learners B. Provide opportunities for students to collaborate and develop personal and social responsibility C. Develop expectations for success in college and careers for all students *All data targets are reported as percentages.
Indicators Strategic Plan Target AO students enrolled in an advanced academic experience: Black B.2.7 AO students enrolled in an advanced academic experience: Hispanic B.2.7 AO students enrolled in an advanced academic experience: ELL B.2.7
Elementary School Essential Instructional Priority # 3 - Skills for Future Ready Graduates
Action Plan
AO Support and Monitoring
Q93 - AO Support and Monitoring Action 1
Strategy/Action Item
Person(s) Responsible
Deliverable Due Date
PD (Y/N)
When will this actiontake place?
What evidence willthere be to reflectmonitoring for thisstrategy?
ESSA FindingAddressed
Students are placed inPrimes math courses,enrichment reading/mathclubs, and offered theopportunity to participatein after-school clubs.
Administration,Classroom Teachers,Club Sponsors
May 2021 N Quarterly
Quarterly review ofreport cards, FSA data,Advanced OpportunitiesReport, Student DataSheets
N/A
Best Practices for Inclusive Education (BPIE)
A. Supports implementation of improved inclusive practices for students with disabilitiesB. Designed to identify priority needs and organize resourcesC. Supports development of short and long term improvement strategiesD. Aligns with the district level BPIE
Once every 3 years, each school shall complete a Best Practices in Inclusive Education (BPIE) assessment and include improvement efforts in the school district’s exceptional student education policies and procedures. The due date
of the new BPIE is 3 years of less from the written date. § 1003.57, Florida Statutes
Q110_1 - Indicator 1 (fill in text)
Partially AlmostQ110_1_TEXT - Indicator 1 (fill in text) - Text
Administrators ensure collaborative planning time is reflected in general and special educator schedulesand instructional plans.
Q110_2 - Indicator 2 (fill in text)
Partially BeginningQ110_2_TEXT - Indicator 2 (fill in text) - Text
All paraprofessionals receive professional development on ways to support SWDs in gen. ed.
Q110_3 - Indicator 3 (fill in text)
Partially BeginningQ110_3_TEXT - Indicator 3 (fill in text) - Text
General and special education teachers regularly plan instruction together.
Action Plan Q110_1_TEXT - Indicator 1 (fill in text) - Text
Indicator 1
Administrators ensure collaborative planning time is reflected in general and special educator schedules and instructional plans.Q113 - Indicator 1 - [QID46-ChoiceTextEntryValue-1]Action Plan 1
Strategy/Action Item
Person(s) Responsible
DeliverableDue Date
PD (Y/N)
When will this actiontake place?
What evidence willthere be to reflectmonitoring for thisstrategy?
ESSA FindingAddressed
Schedules will bearranged to facilitate theparticipation of ESETeachers to regularlyparticipate in the PLCmeetings of the gradelevels they support.
Administration, ESETeachers, ClassroomTeachers
September 2020 Y Twice a monthLesson plans will includemeeting attendance &reflect content.
N/A
Q110_2_TEXT - Indicator 2 (fill in text) - Text
Indicator 2
All paraprofessionals receive professional development on ways to support SWDs in gen. ed.Q117 - Indicator 2 - [QID46-ChoiceTextEntryValue-2] Action Plan 1
Strategy/Action Item
Person(s)Responsible
DeliverableDue Date
PD(Y/N)
When will this actiontake place?
What evidence willthere be to reflectmonitoring for thisstrategy?
ESSA FindingAddressed
Paraprofessionals will beprovided training tosupport students in theAcademic classroomcurriculum.
Administration, ESETeachers
August/September 2020 YOnce/semester; and thenon an as-needed basis
Daily schedule; Lessonplans
N/A
Q110_3_TEXT - Indicator 3 (fill in text) - Text
Indicator 3
General and special education teachers regularly plan instruction together.
Q121 - Indicator 3 - [QID46-ChoiceTextEntryValue-3] Action Plan 1
Strategy/Action Item
Person(s)Responsible
Deliverable Due Date
PD(Y/N)
When will this actiontake place?
What evidence willthere be to reflectmonitoring for thisstrategy?
ESSA FindingAddressed
Schedules will bearranged to facilitate theparticipation of ESETeachers to regularlyparticipate in the PLCmeetings of the gradelevels they support.
Administration, ESETeachers, ClassroomTeachers
August 2020 N Twice a monthLesson plans will includemeeting attendance &reflect content.
N/A
Q122 - Indicator 3 - [QID46-ChoiceTextEntryValue-3] Action 2
Students will bescheduled in manner thatallows for meaningfultime with the ESEteacher supporting thestudents, and the regulareducation teacher.
Administration, ESETeacher, ClassroomTeachers
August 2020 NYearly; on-going asneeded basis
Master schedule N/A
Professional Development Plan
Q126 - PD Activity 1
PD Activity
SIP Priority #
Date or Schedule
How Will PD ActivityImprove Instructionand Use of AssessmentData?
PD Participants
# AnticipatedParticipants
Position(s)Responsible
PLC - InstructionalFocus
1 Bi-Monthly Instructional planning Team Leaders 10 Administration
Q127 - PD Activity 2
I-Ready work session 1 Bi-Monthly Instructional K-5, and ESE Teachers 45Instructional Coach &Administration
Q128 - PD Activity 3
ELA - Writing #1 September 2020ELA Framework -Writing long-range plans
ELA Teachers, ESETeacher
7Instructional Coach &Administration
Q129 - PD Activity 4
School Safety, ChildAbuse, Bullying
2August & September2020
Conditions for Learning School-wide 90 Administration
Q130 - PD Activity 5
Guided Reading 1 Monthly Instructional School-wide 45 Instructional Coach
