Pembroke Lakes Elementary

SCHOOL IMPROVEMENT MID-YEAR REFLECTION 2016-17

1. Has your school made progress towards achieving the goal?

Pembroke Lakes Elementary School staff has been very successful in carrying out the SIP strategies as indicated through our Broward Standards Assessment(BSA) and i-Ready data.According to our BSA data, our school has increased our overall averages in English Language Arts for third through fifth grade. Our school average has decreased slightly in the area of Mathematics. When comparing our school to like schools, within the same Social Economic Status band, Pembroke Lakes is the top ranked school in all grade levels and all academic areas. Compared to schools that scored in the top 15% of the district according to the 15-16 Florida Standards Assessment(FSA), we averaged a rank of 5th place according to the 16-17 BSA scores. Finally, we rank in the top 10% of schools in the District according to theiReady proficiency data from Diagnostic 2 administered in January.

  1. How do the structures and systems in place at your school ensure all facets of the school culture create

predictableenvironmentsand a school climate that supports your SIP goal?

Fluid Tier 2 and Tier 3 intervention systems, based on current, formative data, for students in kindergarten through fifth grade allow us to provide support systems for students throughout the year and ensure a predictable environment for those students. Teachers useformative and interim assessments to create a predictable environment for our students in Tier I. In English Language Arts (ELA) fluid small reading groups are created based on data. The Reading Coach has provided training and assistance with Guided Reading groups based on data derived from the Benchmark Assessment System (BAS). Teachers feel more comfortable creating Guided Reading groups and tracking the reading progress of all students. Student reading growth is also tracked through the Accelerated Reader Program. Student recognition throughgrade level displays help incentivize students to read.

Weekly Grade Level PLCs are conducted with administration and the support staff. These PLCs provideteachers collaborative time to deconstruct standards in order to create standards-based assessments and instruction that is differentiated to meet various student needs. Monthly SIP meetings with classroom teachers, Title I, and Special Education staff membersare held on a monthly basis to ensure vertical alignment by subject area. These meetings also keep all stakeholders informed of school-wide practices, allow staff members to gauge the continuous improvement efforts,and provide opportunity for collaborative decision-making. Additionally, teachers who attend district meetings and/or trainings share new learning.

The following structures and systems are also in place at Pembroke Lakes Elementary School:

  • Monitoring and evaluation support (iObservation)
  • Professional Development during monthly faculty meetings, Early Release days and Teacher Planning days
  • Document and share success stories in scaling up best practices with other schoolteams and District experts.
  1. What are the gaps that exist between your current stateand your desired state?

Achievement gaps with ESE and ESOL students.

  1. How will you address them between now and the end of this school year?
  • Intensified iReady Profile Lessons for students in K-5 in ELA and Math throughout all tiers
  • Providing reading Support for lowest level students K-5 (revised February 6)
  • Creating a Language Enrichment Camp for Reading for ELL students K-5. Students were grouped according to BAS level
  • Utilizing ELLevation to assist with ELL reading support instruction
  • Hosting a Parent Training – “Get Students FSA Ready”
  • Creating fluid, standards-based small group instruction

2. Have alterablebarriers been eliminatedorreduced? (Alterable barriers are in-house infrastructure mechanisms such as scheduling, class structures, teacher attendance, student attendance, staff development plan, etc.)

This year, we implemented a school-wide Tier III support system for our struggling learners in kindergarten through fifth grade. We maximized our student contact time and were able to utilize support staff and specials teachers to assist with meeting students’ needs. Our students have also improved their overall attendance with incentives such as quarterly 100% attendance assemblies.

  1. What evidence do you see that a barrier has been reduced or eliminated?
  2. What evidence do you have that the barriers are wide-reaching and will help you achieve your goal?

Formative and Interim assessments indicate an increase in ELA performance compared to last year. Attendance data also shows an increase in the number of students attending school on a daily basis.

  1. If progress towards eliminating the barrier is not sufficient, where or what is the breakdown?

We feel our progress is adequate at this time.

  1. Did you identify other barriers that could serve as effective re- entry points into the plan?

We do not have any other identifiable barriers at this time.

3. Are your strategies being implemented with fidelity?

A. Were decisions to continue, intensify, modify, or terminate strategies or action steps based on specific evidence?

At Pembroke Lakes, we believe in the cycle of continuous improvement. The cycle begins by analyzing our current practices based on the most recent data. Our strategies are being implemented with fidelity as evidence by formative data and meeting notes.

The school will continue with the action steps below:

  • Skill specific intervention groups for Tier III and ESE students
  • ELA and Math enrichment groups
  • Language Enrichment Camp for ELL students
  • Differentiated Instruction
  • Continuous use of computer-based testing
  • Implementing targeted reading interventions
  • Text based responses using a minimum of two pieces of evidence
  • Use multiple articles to teach ELA reading and writing standards
  • Target lowest quartile reading and math students and monitor progress
  • Integrated, standards-based ELA Block
  • Small group guided reading training followed by observation and coaching by the Literacy Coach
  • Use of Continuum of Literacy Learning book to guide small group guided reading
  • Accountable Talk
  • iReadyStandards Assessments with Standards-Based small group
  • iReady profile lessons
  • Lexile and BAS Levels
  • Weekly Hands-on Science Labs
  • Family nights to increase parent knowledge base on grade level standards throughout all subject areas

4. What are your benchmarks for success?

Our benchmark for success is determined through BSA, BAS, and FSA data. Additionally, we utilize students’ social and emotional state as a benchmarkfor our success.

A. How will you progress towards your goal impact student achievement?

As we progress toward our goal we will have more grade level proficiency for all students and close individual student achievement gaps.

B. What is yourdesired state?

77% in Level 3,4,5 in FSA ELA

80% scoring in Level 3,4,5 in FSA Mathematics

70% scoring in Level 3,4,5 in FCAT Science

70% making Learning Gains in FSA ELA

79% making Learning Gains in FSA Mathematics

50% of Lowest 25% making Learning Gains in FSA ELA

52% of Lowest 25% making Learning Gains in FSA Mathematics

  1. What gaps exist between your current state and yourdesired state?

Achievement gaps with ESE and ESOL students.