Source: http://sweetwaterelementary.dadeschools.net/SIP%202015-2016.html
Timestamp: 2017-08-21 19:25:52
Document Index: 370941880

Matched Legal Cases: ['§ 6314', '§ 6314', '§ 6314', '§ 6314', '§ 6314', '§ 6314']

CIMS :: Florida Department of Education
http://sweetwaterelementary.dadeschools.net/
Elementary Yes 96%
Alternative/ESE Center
No No 100%
This plan is pending approval by the Dade County School Board.
SIP Authority and Template
Section 1001.42(18), Florida Statutes, requires district school boards to annually approve and require implementation of a school improvement plan (SIP) for each school in the district.
The Florida Department of Education (FDOE) SIP template meets all statutory and rule requirements for traditional public schools and incorporates all components required for schools receiving Title I funds. This template is required by State Board of Education Rule 6A-1.099811, Florida Administrative Code, for all non-charter schools with a current grade of D or F, or with a grade of F within the prior two years. For all other schools, the district may use a template of its choosing. All districts must submit annual assurances that their plans meet statutory requirements.
This document was prepared by school and district leadership using the Florida Department of Education’s school improvement planning web application located at https://www.floridaCIMS.org.
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 District Improvement and Assistance Plan (DIAP), designed to help district leadership make the necessary connections between school and district goals in order to align resources. 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. This printed version represents the SIP as of the “Date Modified” listed in the footer.
Part I organizes the current status of the school around five domains inspired by the 5Essentials framework: Supportive Environment, Family and Community Involvement, Effective Leadership, Public and Collaborative Teaching, and Ambitious Instruction and Learning. Questions regarding the school’s Multi-Tiered System of Supports have been embedded throughout this part to demonstrate how data is used by stakeholders to understand the needs of all students and allocate appropriate resources in proportion to those needs.
Part II requires the school to review performance and early warning systems data in order to develop strategic goals and associated data targets (i.e., “SMART goals”) for the coming school year in context of the school’s greatest strengths and needs. An online tool was developed, which includes data visualizations and processing questions to support problem identification, problem analysis and strategic goal formulation.
Part III: 8-Step Planning and Problem Solving for Implementation
Part III enables the school to develop implementation plans for its highest-priority goals. With the overview of the current state of the school in mind and the strategic goals identified through the needs assessment, the planning team engages in a facilitated planning and problem-solving process, through which they
Define strategic goals and establish targets to be reached by successfully achieving the goals (Step 1)
Identify resources available to support the goals and barriers that could hinder achieving those goals (Step 2)
Select high-priority barriers they want to address initially (Step 3)
Design implementation and monitoring plans for strategies to resolve selected barriers (Steps 4-7)
Determine how they will monitor progress toward each goal (Step 8)
The following appendices, automatically-generated from content entered in Part III, are included in this document:
Appendix 1 is a timeline of all action steps and monitoring activities
Appendix 2 is an outline of all professional development opportunities and technical assistance items
Appendix 3 is a report of the budget needed to implement the strategies
Florida’s Differentiated Accountability (DA) system is a statewide network of strategic support, differentiated by need according to performance data, and provided to schools and districts in order to improve leadership capacity, teacher efficacy and student outcomes. DA field teams collaborate with district and school leadership to design, implement and refine improvement plans, as well as provide instructional coaching, as needed.
Florida’s DA network is divided into five geographical regions, each served by a field team led by a regional executive director (RED).
Traditional public schools are classified at the start of each school year, based upon the most recently released school grades (A-F), into one of the following categories:
Not in DA – currently A or B with no F in prior three years; charter schools; ungraded schools
Monitoring Only – currently A, B or C with at least one F in the prior three years
Focus – currently D
Planning – two consecutive grades of D (i.e., DD), or a grade of F immediately followed by a grade of D in the most recent grades release (i.e., FD)
Implementing – two consecutive grades of D in the most recent grades release preceded by a grade below C (i.e., FDD or DDD)
Priority – currently F
Planning – declined to a grade of F in the most recent grades release and have not received a planning year or implemented a turnaround option during the previous school year
Implementing – two consecutive grades of F (i.e., FF), or three consecutive grades below C with an F in the most recent grades release (i.e., FDF or DDF)
DA Turnaround and Monitoring Statuses
Additionally, schools in DA are subject to one or more of the following Turnaround and Monitoring Statuses:
Former F – currently A-C with at least one F in the prior three years; SIP is monitored by FDOE
Planning – Focus Planning and Priority Planning; district is planning for possible turnaround
Implementing – Focus Implementing and Priority Implementing; district is implementing the Turnaround Option Plan (TOP)
2015-16 DA Category and Statuses
Not In DA 5 Gayle Sitter
Provide the school's mission statement
The school's mission is to develop the maximum potential of each student. Students are actively involved with investigating curricular topics, applying critical thinking, and using technology to practice developmental skills, access information, and create products that will demonstrate their learning. A staff of caring professionals will join efforts with parents and community members to provide a stimulating and appropriate educational experience for every child in our school, encouraging each to become a self-directed, independent learner.
Provide the school's vision statement
Sweetwater Elementary's vision is that meeting the academic, physical, emotional, and social needs of all students within a safe and positive environment is paramount to ensuring an excellent educational climate. A stimulating and appropriate educational experience is necessary for every child and that establishing a partnership among home, school, and the community will be beneficial for all.
Describe the process by which the school learns about students' cultures and builds relationships between teachers and students
As new students register, the Community Involvement Specialist reaches out to the parent to help provide information regarding resources available in the community. The receiving teacher immediately makes contact with the parent and asks key questions to ensure that the students' culture is acknowledged. All teachers make an effort to reach out to their students and learn about their cultures and celebrate the differences and similarities between and among different cultures.
Describe how the school creates an environment where students feel safe and respected before, during and after school
Sweetwater Elementary works diligently at creating a safe environment with adult supervision throughout the day.
Students are supervised and treated with respect by all adults in the building. Core values are emphasized through lessons in the curriculum and highlighted on the morning news.
Describe the schoolwide behavioral system in place that aids in minimizing distractions to keep students engaged during instructional time. This may include, but is not limited to, established protocols for disciplinary incidents, clear behavioral expectations, and training for school personnel to ensure the system is fairly and consistently enforced
Sweetwater Elementary has a suspension prevention plan that includes an incentive plan for good behavior. Monthly student "Values Heroes" are highlighted and provided with a certificate based on teacher recommendations.
All classrooms have clearly established rules and procedures to encourage positive student behavior. Additionally, all teachers and administrators follow the Miami-Dade County Public Schools Student Code of Conduct.
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
The social-emotional needs of students at Sweetwater Elementary are met through a network of services provided by the Student Services team. The Counselor, Social Worker, and School Psychologist provide different level of services as needed by individual students. Parents may request assistance for their children if they are exhibiting emotional distress due to family or school situations. The Counselor offers an avenue for students and parents to express concerns about issues affecting their emotional state. The Social Worker may provide community resources for the parent to utilize. The School Psychologist intervenes when emotional distress is impacting a student's academic progress. Additionally, Sweetwater Elementary collaborates with various Outreach Agencies that provide additional counseling and psychiatric services for students via Medicaid insurance programs.
The school's response to this section may be used to satisfy the requirements of 20 U.S.C. § 6314(b)(1)(B)(ii)(III), (b)(1)(B)(iii)(I), and (b)(1)(I).
Describe the school's early warning system and provide a list of the early warning indicators used in the system
The Early Warning System utilized at Sweetwater Elementary is based on the following criteria:
5 or more tardies or absences (excused/unexcused)
Academic grade of D or F in English Language Arts or Mathematics
Two or more SCAMS
Level 1 on the Reading or Mathematics FCAT 2.0 (5th grade only) or less than 50 percent on the SAT-10 Reading or Mathematics assessments
New FSA cutoff scores are yet to be determined.
Provide the following data related to the school's early warning system
The number of students by grade level that exhibit each early warning indicator:
Attendance below 90 percent 0 0 0 0 0 0
One or more suspensions 0 0 0 0 0 0
Course failure in ELA or Math 3 7 7 6 8 4 35
Level 1 on statewide assessment 0 0 0 0 6 67 73
The number of students identified by the system as exhibiting two or more early warning indicators:
Students exhibiting two or more indicators 2 7 12 1 7 41 70
Describe all intervention strategies employed by the school to improve the academic performance of students identified by the early warning system
Student attendance is a crucial part of academic success. When students reach 5 absences (excused or unexcused), teachers write a referral SCAM to have the Social Worker reach out to the family. The Social Worker offers assistance and support to the family in the process of improving the student's attendance or tardiness issues. The administrative team meets with the parents and reviews the students' academic progress to help them understand the importance of daily attendance and punctuality.
Academic interventions are provided by the classroom teachers as needed by individual students. The M-RtI team will monitor students who are demonstrating any risk factors and provide further intervention support as required by each individual student for academic or behavioral issues.
The school's response to this section may be used to satisfy the requirements of 20 U.S.C. § 6314(b)(1)(B)(iii)(I)(aa).
Describe how the school works at building positive relationships with families to increase involvement, including efforts to communicate the school's mission and vision, and keep parents informed of their child's progress
Title I schools use the Parent Involvement Plan (PIP) to meet the requirements of 20 U.S.C. § 6314(b)(1)(F).
Will the school use its PIP to satisfy this question?
The school completes a Parental Involvement Plan (PIP), which is accessible through the Continuous Improvement Management System (CIMS) at https://www.floridacims.org/documents/196321.
A PIP has been uploaded for this school or district - see the link above.
Describe the process by which the school builds and sustains partnerships with the local community for the purpose of securing and utilizing resources to support the school and student achievement
Sweetwater Elementary School enjoys partnerships with I-9 Sports, UDT, and Publix. These Dade Partners assist and support our school with incentives and rewards for student achievement. Florida International University Honors College supports the school by linking college students who can provide tutorial services within the After School Care program.
Potential partners are invited to participate in school activities such as Career Day to give them the opportunity to see our school and meet our students. Information is provided to the potential partners in the hope of creating new partnerships.
The school's response to this section may be used to satisfy the requirements of 20 U.S.C. § 6314(b)(1)(H).
Olivera, Janet Principal
Gil, Morris Assistant Principal
Cartaya, Maria Teacher, K-12
Rojo, Ana Teacher, K-12
Hernandez, Angelica Teacher, K-12
Gafcovich, Marlene Teacher, K-12
Prieto, Maritza Teacher, K-12
Perez, Maria Teacher, K-12
Quintana, Esther Teacher, K-12
De Solo, Ana Guidance Counselor
Describe the roles and responsibilities of the members, including how they serve as instructional leaders and practice shared decision making
School Psychologist: Cristina Ruiz-Perez
Participates in the collection, interpretation, and analysis of data; facilitates development of intervention plans;
provides support for intervention fidelity and documentation; provides professional development and
technical assistance for problem-solving activities including data collection, data analysis, intervention
planning, and program evaluation; facilitates data-based decision making activities.
Speech Language Pathologist: Cheryl Akerman
Educates the team in the role language plays in curriculum, assessment, and instruction, as a
basis for appropriate program design; assists in the selection of screening measures; and helps identify
systemic patterns of student need with respect to language skills
School Counselor/School Social Worker: Ana De Solo/ Rosa Almond
Provides quality services and expertise on issues ranging from program design to assessment and
intervention with individual students. In addition to providing interventions, school social workers continue to
link child-serving and community agencies to the schools and families to support the child's academic,
emotional, behavioral, and social success.
Subject Area Liaisons: Maria Cartaya, (Mathematics); Ana Rojo, (Science); Angelica Hernandez, (Social Studies); Marlene Gafcovich, (Media); Maritza Prieto, (ESOL); Maria Perez, (Reading); and Esther Quintana, (Writing); Rosa Hernandez (STEM)
Each Subject Area Liaison participates in the collection, interpretation, and analysis of data as related to their specific curriculum specialization; facilitates the development of enrichment and intervention plans; provides ongoing professional development and modeling as needed by instructional staff, and technical assistance for problem-solving activities including data collection, data analysis, intervention planning, and program evaluation; facilitates data-based decision making activities.
Describe the process through which school leadership identifies and aligns all available resources (e.g., personnel, instructional, curricular) in order to meet the needs of all students and maximize desired student outcomes. Include the methodology for coordinating and supplementing federal, state and local funds, services and programs. Provide the person(s) responsible, frequency of meetings, how an inventory of resources is maintained and any problem-solving activities used to determine how to apply resources for the highest impact
Sweetwater Elementary School’s MTSS/RtI Leadership Team will focus meetings around one question: How
do we provide each individual student with an instructional program tailored to address his/her needs in
order for the child to meet success? The members of the team are as follows: Janet Olivera, principal, Morris Gil, AP, Ana de Solo, counselor, Jeanne Redero, psychologist, Subject Area Liaisons (as needed), and the individual teacher whose students are being discussed. The team will meet monthly to engage in the following activities:
Review all available benchmark data and link to instructional decisions.
Review progress monitoring data at the grade level and classroom level to identify students who are
meeting/exceeding benchmarks, at moderate risk or at high risk for not meeting benchmarks.
Provide staff with support via professional development, modeling lessons, and resource materials.
Communicate clearly and openly with all staff members regarding the progress of students, procedures, and
school-wide goals.
The school's Leadership Team also meets monthly to review school-wide needs, curriculum updates and concerns for discussion, The principal provides the team with information regarding the resources available to address school-wide needs, as well as the resources available through the PTA and EESAC to supplement school funding.
Title I, Part A Sweetwater Elementary services are provided to ensure students requiring additional
remediation are assisted through extended learning opportunities. The district coordinates with Title II and Title III in ensuring staff development needs are provided. Support services are provided to students. The administration develops, leads, and evaluates school core content standards/ programs; identifies and analyzes existing literature on scientifically based curriculum/behavior assessment and intervention approaches. They identify systematic patterns of student needs while working with district personnel to identify appropriate, evidence-based intervention strategies; assist with whole school screening programs that provide early intervening services for children to be considered “at risk;” assists in the design and implementation for progress monitoring, data collection, and data analysis; participates in the design and delivery of professional development; and provides support for assessment and implementation monitoring. Other components that are integrated into the school-wide program include an extensive Parental Program; and special support
services to special needs populations such as homeless, migrant, and neglected and delinquent students.
Sweetwater Elementary school provides services and support to migrant students and parents. The District
Migrant liaison coordinates with Title I and other programs and conducts a comprehensive needs assessment
of migrant students to ensure that the unique needs of migrant students are met. Students are also provided
extended learning opportunities (before school and/or after-school, and summer school) by the Title I, Part
C, and Migrant Education Program.
The M-DCPS District receives funds to support the Educational Alternative Outreach program. Services are coordinated with district Dropout Prevention programs.
The District uses supplemental funds for improving basic education as follows:
• training to certify qualified mentors for the New Teacher (MINT) Program
• training for add-on endorsement programs, such as Reading, Gifted, ESOL
• training and substitute release time for Professional Development Liaisons (PDL) at each school focusing on
Professional Learning Community (PLC) development and facilitation, as well as Lesson Study Group implementation and protocols
Title III funds are used to supplement and enhance the programs for English Language Learner (ELL) and immigrant students by providing funds to implement and/or provide: tutorial programs utilized for Before
School Tutorials (K-12) parent outreach activities (K-12) professional development on best practices for ESOL and content area teachers coaching and mentoring for ESOL and content area teachers(K-12) reading and supplementary instructional materials(K-12) for ELL and immigrant students (K-12, RFP Process) The above services will be provided should funds become available for the 2013-2014 school year and should the FLDOE approve the application.
The Homeless Assistance Program seeks to ensure a successful educational experience for homeless children by collaborating with parents, schools, and the community. The Homeless Liaison provides training for school registrars on the procedures for enrolling homeless students and for school counselors on the McKinney Vento Homeless Assistance Act-ensuring homeless children and youth are not to be stigmatized or separated, segregated, or isolated on their status as homeless-and are provided with all entitlements.
Sweetwater Elementary will receive funding from Supplemental Academic Instruction (SAI) as part of its
Florida Education Finance Program (FEFP) allocation.
The Safe and Drug-Free Schools Program addresses violence and drug prevention and intervention services
for students through curriculum implemented by classroom teachers, and elementary counselors. Training
and technical assistance for elementary counselors is available.
1) The school adheres to and implements the nutrition requirements stated in the District Wellness Policy.
2) Nutrition education, as per state statute, is taught through physical education.
3) The School Food Service Program, school breakfast, school lunch, and after care snacks, follows the
Healthy Food and Beverage Guidelines as adopted in the District's Wellness Policy.
Involve parents in the planning and implementation of the Title I Program and extend an open invitation to
our school’s parent resource center or parent area in order to inform parents regarding available programs, their rights under No Child Left Behind and other referral services. Increase parental engagement/involvement through developing (with on-going parental input) our school’s Title I School-Parent Compact; our school’s Title I Parental Involvement Plan; scheduling the Title I Annual Meeting; and other documents/activities necessary in order to comply with dissemination and reporting requirements. Sweetwater Elementary conducts informal parent surveys to determine specific needs of our parents, and schedule workshops, Parent
Academy Courses, etc., with flexible times to accommodate our parents. This impacts our goal to empower parents and build their capacity for involvement. In addition, we complete Title I Administration Parental Involvement Monthly School Reports (FM-6914 Rev. 07-15) and submit to Title I Administration by the 5th of each month as documentation of compliance with NCLB Section 1118. Also, the M-DCPS Title I
Parent/Family Survey, distributed to schools by Title I Administration, is completed by parents/families
annually in May. The Survey’s results are to be used to assist with revising our Title I parental documents for
the approaching school year.
Janet Olivera Principal
Lashon Bivens Education Support Employee
Angelica Hernandez Teacher
Maljamy Duncan Teacher
Leonora Rodriguez-Chomat Teacher
Maria Cartaya Teacher
Katia Tamayo Teacher
Magda Hernandez Education Support Employee
Dagne Gonzalez Parent
Diana Fonseca Parent
Leana Torres Parent
Yurian Gonzalez Parent
Ana Maria Gonzalez Parent
Alexander Gonzalez Student
Alex Martinez Business/Community
John Fraser Business/Community
Carlos Fonseca Business/Community
Provide a description of the SAC's involvement with the following activities, as required by section 1001.452(2), Florida Statutes
Evaluation of last year's school improvement plan
EESAC meeting was held to review the data target points from the 2014-2015 school year. Academic achievement improved in all areas: Reading, Mathematics, Writing and Science thereby confirming that our strategies were effective.
Development of this school improvement plan
Members of the EESAC committee participated in the training sessions offered last May regarding the development and writing of the SIP document. Based on teacher feedback regarding the goals and strategies implemented in the previous SIP plan, new goals and strategies have been developed. Draft reviews are conducted before final submission for further input from all stakeholders.
Preparation of the school's annual budget and plan
The school's overall funding continues to drop due to decreasing enrollment. Changes in the surrounding community are causing many families to leave the area which is impacting the school's enrollment. Strategies to increase enrollment were discussed including, marketing the school's new technology in classrooms as a selling point, and purchasing a banner to advertise registration for new students.
Describe the use of school improvement funds allocated last year, including the amount budgeted for each project
EESAC funds were utilized to support school goals. The EESAC had approximately $3,512.00 which was used to purchase the Renaissance Place Web-based Accelerated Reader and STAR diagnostic assessment programs for grades 1-5.
Verify that the school is in compliance with section 1001.452, Florida Statutes, regarding the establishment requirements and duties of the SAC
If the school is not in compliance, describe the measures being implemented to meet SAC requirements
Gafcovich, Marlene Other
Cartaya, Maria Teacher, ESE
Gardner, Virginia Teacher, K-12
Menendez, Aleida Teacher, K-12
Tamayo, Katia Teacher, K-12
Describe how the LLT promotes literacy within the school
The major initiative of the 2015-16 school term will be to continue supporting teachers with the transition to Florida Standards. An in-depth study of effective lesson planning which provides students with greater rigor throughout the year by both horizontal and vertical teams. Additionally STEM related activity integration will be highlighted utilizing newly acquired technological skills.
The school's response to this section may be used to satisfy the requirements of 20 U.S.C. § 6314(b)(1)(D).
Describe the school's strategies to encourage positive working relationships between teachers, including collaborative planning and instruction
The Sweetwater Elementary Action Plan for the 2015-16 school term addresses specifically the area of collaborative planning to impact instructional delivery. Together with Curriculum Support Specialists (CSS) from the Office of School Improvement, grade level chairs and the administration; professional development will be provided in an ongoing manner to support teachers in the development of expertise with understanding the standards, item specifications and the pacing guides to develop more detailed and rigorous instructional plans. Members of the leadership team will provide follow-up in the classrooms and the CSS will be available to provide in class modeling as needed.
Describe the school's strategies to recruit, develop and retain highly qualified, certified-in-field, effective teachers to the school
The instructional staff strives to maintain their Highly Qualified status by continually participating in appropriate professional development for their professional growth. Sweetwater Elementary enjoys a very low teacher turnover rate; most teachers only leave the school upon reaching retirement. When new positions open, the administration screens candidates carefully to ensure the most qualified individual is selected for the position. Additionally, the administration strives to maintain a professional work environment with open lines of communication among all members of the faculty and staff. Highly qualified teachers that form an integral part of the decision-making process in the school are more likely to stay at that site.
Describe the school's teacher mentoring program, including the rationale for pairings and planned mentoring activities
Sweetwater Elementary utilizes veteran teachers to mentor new teachers to the school, as well as, teachers that are in the beginning years of their career. School site teachers that have completed MINT training are paired with less experienced staff or teachers that may be new to the school site through transfer or surplus. Whenever possible the pairings are made within departments or focus on the instructional grade level taught. Mentor teachers will model exemplary teaching strategies and techniques for mentee staff as needed.
Administrators will also facilitate in-house professional growth opportunities for staff based on observations from daily walk-throughs and formal observations.
Describe how the school ensures its core instructional programs and materials are aligned to Florida's standards
Miami-Dade County Public Schools provides instructional materials to the school which are aligned with the Florida Standards. Teachers utilize the M-DCPS pacing guides for each subject area which have already been aligned with the standards and the item specifications. Additional resources such as C-Palms and the FSA website are also utilized by staff to ensure alignment with the new standards.
Describe how the school uses data to provide and differentiate instruction to meet the diverse needs of students. Provide examples of how instruction is modified or supplemented to assist students having difficulty attaining the proficient or advanced level on state assessments
Students are provided 3 tiers of support depending upon their individual needs. Data is collected from summative and formative assessments provided as the year progresses. Teacher observation is another form of data collection through daily practice. Once a student is identified as having a deficiency in a particular skill, the student is provided with small group instruction to address the need. If the student does not meet success with the small group setting, the teacher may offer additional intervention tailored for the specific child. All teachers utilize data to form intervention groups as needed within their classrooms and additional time is allotted outside the reading block to provide intervention. The M-RtI team can provide additional guidance or strategies for any student that does not respond to small group intervention.
Provide the following information for each strategy the school uses to increase the amount and quality of learning time and help enrich and accelerate the curriculum:
Strategy: After School Program
Minutes added to school year: 5,400
First, Second and,Third grade students participating in the After School Care Program and ENLACE grant sponsored program, receive 30 minutes of additional reading instruction per day
Students are provided additional reading assistance as our population is mostly Second Language Learners, and the additional instructional time after school helps to reinforce concepts taught during the school day. This program is conducted by certified teachers ensuring quality instruction.
Strategy Purpose(s)
Person(s) responsible for monitoring implementation of the strategy
Olivera, Janet, pr5431@dadeschools.net
Data that is or will be collected and how it is analyzed to determine effectiveness of the strategy
The ENLACE program provides students with both pre and post tests to determine student growth.
Student Transition and Readiness
PreK-12 Transition
The school's response to this question may be used to satisfy the requirements of 20 U.S.C. § 6314(b)(1)(G).
Describe the strategies the school employs to support incoming and outgoing cohorts of students in transition from one school level to another
Title I Administration assists Sweetwater Elementary by providing supplemental funds beyond the State of
Florida funded Voluntary Pre-Kindergarten Program (VPK). Funds are used to provide extended support through a full time highly qualified teacher and paraprofessional. This will assist with providing young children with a variety of meaningful learning experiences, in environments that give them opportunities to create knowledge through initiatives shared with supportive adults. Sweetwater Elementary will establish the “Welcome to Kindergarten” program to build partnership with local early education programs, including the in-school prekindergarten program. Through this joint venture, parents and children will gain familiarity with kindergarten as well as receive information relative to the matriculation of students at the school. The principal will also meet with the center directors of neighborhood centers. Neighborhood and school site Pre-K teachers will come together with kindergarten teachers in the fall and summer for a facilitated discussion focusing on student performance, effective instructional methods, and developmental expectations.
Students transitioning from Sweetwater Elementary's fifth grade into middle school are supported through a year long process of presentations by various middle schools in the surrounding community, Students are exposed to Magnet programs and what they have to offer via an annual Magnet Fair, where parents and students are presented with information from the many school choice options available within our District. Fifth grade teachers collaborate with personnel from our feeder schools to ensure that students are prepared to enter the middle school grades with the proper academic and social foundation. The administrative team provides a workshop for the parents of 5th grade students to help them understand the transition to the middle grades level.
Describe the strategies the school uses to advance college and career awareness, which may include establishing partnerships with business, industry or community organizations
Identify the career and technical education programs available to students and industry certifications that may be earned through those respective programs
Describe efforts the school has taken to integrate career and technical education with academic courses (e.g., industrial biotechnology) to support student achievement
Describe strategies for improving student readiness for the public postsecondary level based on annual analysis of the High School Feedback Report, as required by section 1008.37(4), Florida Statutes
Data to Support Problem Identification
Portfolio selection is not required by the Florida Department of Education but is offered as a tool for needs assessment.
Data uploads are not required by the Florida Department of Education but are offered as a tool for the needs assessment. In this section, the school may upload files of locally available data charts and graphs being used as evidence of need.
The following documents were submitted as evidence for this section:
Problem Identification Summary
This section is not required by the Florida Department of Education but is provided as an opportunity for the school to summarize the points of strength and areas of need that have been identified in the data.
This section is not required by the Florida Department of Education but is provided as an opportunity for the school to summarize the underlying “why” or root causes for the areas of need identified in the data, as determined by situational awareness of, and research conducted by, the stakeholders involved in the needs assessment.
The following key is intended to help readers understand how the sections of this document correspond to the steps of the 8-step planning and problem-solving framework used in the School Improvement Plan. The Quick Key numbers can help registered users go directly to the point of entry for any given goal, barrier and strategy within the online survey.
G = Goal B = Barrier S = Strategy
1 = Problem Solving Step S123456 = Quick Key
Strategic Goals Summary
To increase student achievement by improving core instruction in all content areas.
Strategic Goals Detail
For each strategic goal, this section lists the associated targets (i.e., “SMART goals”), resources available to support movement toward the goal, barriers to achieving the goal, and the plan for monitoring progress toward the goal
G1. To increase student achievement by improving core instruction in all content areas. 1a
G068577
Targets Supported 1b
AMO Math - All Students 75.0
AMO Reading - Hispanic 73.0
AMO Reading - ELL 62.0
AMO Reading - SWD 56.0
AMO Reading - ED 72.0
AMO Math - Hispanic 75.0
AMO Math - ELL 72.0
AMO Math - SWD 61.0
AMO Math - ED 74.0
FCAT 2.0 Science Proficiency 34.0
CELLA Writing Proficiency 42.0
CELLA Listening/Speaking Proficiency 58.0
CELLA Reading Proficiency 42.0
ELA/Reading Gains 79.0
ELA/Reading Lowest 25% Gains 85.0
Math Gains 67.0
Math Lowest 25% Gains 69.0
FSA - English Language Arts - Proficiency Rate 44.0
FSA - Mathematics - Proficiency Rate 48.0
Resources Available to Support the Goal 2
Technology in every classroom,
Curriculum Support Specialist for Literacy
Curriculum Support Specialist for Mathematics
Liaisons for each Core Subject area
Web-based AR and STAR
Monthly Parent Training and Parent Academy
Departmentalization in grades 3-5
I-Ready for grades K-5 in reading and math
Reflex Math for grades 1-5
Targeted Barriers to Achieving the Goal 3
Limited evidence of effective planning in both whole group and small group instruction.
Plan to Monitor Progress Toward G1. 8
Data disaggregation, Interim Assessments, Florida Standards Assessments and the FCAT Science 2.0
Monthly, from 9/7/2015 to 6/9/2016
Ongoing Data collection reports from Thinkgate, I-Ready K-5, District Interim Assessments in the fall and winter, STAR reports, FSA
For each strategy selected in the plan to reduce a targeted barrier to a strategic goal, this section lists the rationale for that strategy (i.e., why the school believes it will reduce the barrier) and the action steps that have been identified as necessary to implementing the strategy, including details such as the point person, timing and duration, and evidence of completion. At the end of each set of action steps is the plan for monitoring the implementation and effectiveness of the respective strategy.
G1. To increase student achievement by improving core instruction in all content areas. 1
G1.B1 Limited evidence of effective planning in both whole group and small group instruction. 2
B177947
G1.B1.S1 Plan for and deliver instruction that is based on standards and/or specific core benchmarks. Students will experience and master course content and skills, as a result of rigorous, purposeful, and engaging instructional activities. Stakeholders will use student data to ascertain strengths and weaknesses to identify clear and accessible future instructional path. 4
S189348
As a result of the continued monitoring of the instructional program, and the input of the school site Leadership Team, a consensus was reached that effective planning would provide our teachers with the necessary tools to increase rigor within their lesson and instructional delivery.
Action Step 1 5
Provide all teachers and administrators with professional development utilizing on the ongoing application of the framework for effective common planning.
Sign in sheets, agenda and PD deliverables
Action Step 2 5
Monitor the implementation of a common planning framework and the collaboration in the developing of an effective lesson plan.
Weekly, from 10/21/2015 to 12/9/2015
Sign in sheets, agenda, lesson plans
Action Step 3 5
Provide common planning support based on grade level needs.
Sign in sheets, agendas, lesson plans and CSS logs
Action Step 4 5
Assure that common planning is effective and done with fidelity across all grade levels by attending common planning sessions and conducting classroom walk-throughs to ensures instructional delivery is aligned to lesson plans
Sign in sheets, agendas, and lesson plans
Plan to Monitor Fidelity of Implementation of G1.B1.S1 6
implementation of the plan with fidelity will be monitored by the administrative team.
Collaborative team planning meeting sign in sheets, agendas, lesson plans, classroom observations
Plan to Monitor Effectiveness of Implementation of G1.B1.S1 7
The administrative team in conjunction with the CCS will conduct classroom walk-throughs and observe instructional delivery of lesson.
Administrator observations, lesson plans, student engagement, Ongoing Data collection reports from Thinkgate, I-Ready K-5,
Appendix 1: Implementation Timeline
Action steps and monitoring activities identified in the SIP as necessary to achieve the school’s goals.
Task, Action Step or Monitoring Activity
Start Date (where applicable)
Deliverable or Evidence of Completion
Due Date/End Date
G1.B1.S1.A1 Provide all teachers and administrators with professional development utilizing on the ongoing application of the framework for effective common planning. Gil, Morris 10/21/2015 Sign in sheets, agenda and PD deliverables 10/21/2015
G1.B1.S1.A2 Monitor the implementation of a common planning framework and the collaboration in the developing of an effective lesson plan. Olivera, Janet 10/21/2015 Sign in sheets, agenda, lesson plans 12/9/2015
G1.B1.S1.A3 Provide common planning support based on grade level needs. 10/21/2015 Sign in sheets, agendas, lesson plans and CSS logs 12/9/2015
G1.B1.S1.A4 Assure that common planning is effective and done with fidelity across all grade levels by attending common planning sessions and conducting classroom walk-throughs to ensures instructional delivery is aligned to lesson plans Gil, Morris 10/21/2015 Sign in sheets, agendas, and lesson plans 12/9/2015
G1.MA1 Data disaggregation, Interim Assessments, Florida Standards Assessments and the FCAT Science 2.0 Olivera, Janet 9/7/2015 Ongoing Data collection reports from Thinkgate, I-Ready K-5, District Interim Assessments in the fall and winter, STAR reports, FSA 6/9/2016
G1.B1.S1.MA1 The administrative team in conjunction with the CCS will conduct classroom walk-throughs and observe instructional delivery of lesson. Gil, Morris 10/21/2015 Administrator observations, lesson plans, student engagement, Ongoing Data collection reports from Thinkgate, I-Ready K-5, weekly
G1.B1.S1.MA1 implementation of the plan with fidelity will be monitored by the administrative team. Olivera, Janet 10/21/2015 Collaborative team planning meeting sign in sheets, agendas, lesson plans, classroom observations weekly
Appendix 2: Professional Development and Technical Assistance Outlines
Professional development opportunities and technical assistance items identified in the SIP as action steps to achieve the school's goals.
Professional development opportunities identified in the SIP as action steps to achieve the school's goals.
G1. To increase student achievement by improving core instruction in all content areas.
G1.B1 Limited evidence of effective planning in both whole group and small group instruction.
G1.B1.S1 Plan for and deliver instruction that is based on standards and/or specific core benchmarks. Students will experience and master course content and skills, as a result of rigorous, purposeful, and engaging instructional activities. Stakeholders will use student data to ascertain strengths and weaknesses to identify clear and accessible future instructional path.
PD Opportunity 1
Curriculum Support Specialist Literacy and Math
PD Opportunity 2
PD Opportunity 3
Technical Assistance Items
Technical Assistance opportunities identified in the SIP as action steps to achieve the school's goals.
1 G1.B1.S1.A1 Provide all teachers and administrators with professional development utilizing on the ongoing application of the framework for effective common planning. $0.00
2 G1.B1.S1.A2 Monitor the implementation of a common planning framework and the collaboration in the developing of an effective lesson plan. $0.00
3 G1.B1.S1.A3 Provide common planning support based on grade level needs. $0.00
4 G1.B1.S1.A4 Assure that common planning is effective and done with fidelity across all grade levels by attending common planning sessions and conducting classroom walk-throughs to ensures instructional delivery is aligned to lesson plans $3,500.00
Function Object Budget Focus Funding Source FTE 2015-16
District-Wide School Improvement Funds $3,500.00