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Brevard County Public SchoolsSchool Improvement Plan

2014-15

Name of School: Area:

Principal: Area Superintendent:

SAC Chairperson:

Superintendent: Dr. Brian Binggeli

Mission Statement: Through collaboration, high expectations, and compassion, WE inspire students to

explore their greatest potential.

Vision Statement: Together WE will achieve greatness!

Communication of School Improvement Plan: Briefly explain how the mission, vision and school improvement plan is communicated to all stakeholders.

All stakeholders of Westside Elementary School collaborate to create our school’s mission and vision statements and develop our School Improvement Plan. Our School Advisory Council which includes faculty, parents and community members contribute to supporting the School Improvement Plan and Westside’s Mission and Vision statements. At every School Advisory Council meeting and periodic faculty meetings a progress monitoring update of the School Improvement Plan is presented to stakeholders. Westside’s website contains the School Improvement Plan and the Mission and Vision statements. Every school newsletter contains the Mission and Vision statement. Finally, all instructional personnel’s Professional Growth Plans are directly aligned to Westside’s School Improvement Plan. A notebook containing the annual School Improvement Plan is kept in the school office.

Final Version 8.12.14

Westside Elementary School South

Elaine M. Passanisi Dr. Mark Mullins

Sean Chance

Brevard County Public SchoolsSchool Improvement Plan

2014-15

Part 1: Planning for Student Achievement

RATIONALE – Continuous Improvement Cycle Process

Data Analysis from multiple data sources: (Needs assessment that supports the need for improvement-Examples may be, but are NOT limited to survey data, walk-through data, minutes from PLC’s or Dept. Mtgs. Move away from talking about every single data source and determine your rationale. Much like the PGP, what is your focus and why?)Considerations/Examples: What are the areas of success?

Where are concerns? What trends do you see? What kind of data are you looking at within your school? What data do you use for teacher practice? How are teachers planning? Are plans Standards Driven? Are Essential Questions meaningful? What do CWT tell you about instruction? How will you monitor the depth of implementation?

This past year’s 2014 FCAT assessment results returned Westside Elementary to the designation of a State of Florida “A” School. We worked diligently to improve the performance of our students, which focused on meeting Annual Measurable Objective criteria for the 2014 AMO’s and student learning gains. We experienced the following successes:

Our School Grade increased from a B to an A, and the school grade points increased from 507 to 539.

Reading% Sat.

Math% Sat

Writing% Sat

Science% Sat.

Reading Learning

Gains

Math Learning

Gains

Reading Learning

Gains for

Lowest 25%

Math Learning

Gains for

Lowest 25%

A66 62 43 76 71 79 75 67 539

0 8 -7 8 4 13 2 4 32 point gain

We succeeded in meeting the standards required to receive the Power Media Award. We will be recognized at the 2014 Annual FAME Conference.

We were successful in meeting our AMO target in Reading through Safe Harbor with our English Language Learners and Students with Disabilities subgroups.

We were also successful in meeting our AMO target in Math through Safe Harbor with our Hispanic, White, English Language Learners and Economically Disadvantaged subgroups.

Our Students with Learning Disabilities subgroup made satisfactory progress in writing with a 4 point gain.

Although we did not make the AMO for some subgroups, we did make gains in all but three cells as indicated below.


All the teachers within each of the eight collaborative teams making up the faculty of Westside Elementary School participated in achieving the goal of improved student learning and increased student success across the curriculum through implementing the instructional practice of “Writing to Summarize”. Although many summarization strategies were used in the instructional practices of all teachers, each collaborative team selected a specific strategy that they determined would be their focused action step as identified in the School Improvement Plan. The in-process measures identified by each collaborative group consisted of the teachers’ lesson plans reflecting their instructional practice and the students’ writing samples. This evidence of instructional performance and student application was verified by peer coaches and administration through the IPPAS process.

Based on our student achievement we have demonstrated strong evidence of 100% implementation of our strategies. Through our collaborative work Westside Elementary School continues to receive recognition as a National Model School of Professional Communities at Work.

Title 1 continues to support the Westside Exploration Station, which utilizes a full-time science teacher. The WE Station teacher engaged students in hands-on, minds-on, inquiry-based learning. Our fifth grade teachers refocused their attention to the manner in which they were addressing the science standards in their classroom instruction. As a result of these efforts, the percent of students who met high standards increased from 66% in 2013 to 76% in 2014.

During the 2013-14 SY, we focused our attention on the reading abilities of our students, specifically reading and understanding informational text. Students did not perform as well as we expected therefore, teachers will continue their efforts to develop comprehension of informational text.

3 Year Data of the Percent of Students Meeting StandardsReading 2012 2013 2014Third Grade 68% 66% 59%

Fourth Grade 58% 69% 68%

Fifth Grade 63% 61% 68%

Sixth Grade 73% 66% 67%When analyzing data it is important to consider the same group of students and the progress they make as they move along the continuum of grade levels. When we monitor the same group of students we do see increases in the performance of students meeting high standards. Math 2012 2013 2014Third Grade 58% 59% 49%

Fourth Grade 52% 55% 72%

Fifth Grade 46% 36% 60%

Sixth Grade 70% 63% 68%Final Version 8.12.14

READINGSUBGROUPS 2012 2013 2014TOTAL 67% 66% 66%WHITE 75% 75% 74%BLACK 52% 57% 54%HISPANIC 66% 52% 52%LOWEST 25% 80% 73% 75%LEARNING GAINS 73% 67% 71%ECON. DISADV. 60% 59% 62%ELL 39% 37% 43%SWD 44% 31% 38%

MATHSUBGROUPS 2012 2013 2014TOTAL 57% 54% 62%WHITE 66% 64% 69%BLACK 42% 47% 46%HISPANIC 55% 32% 57%LOWEST 25% 70% 63% 67%LEARNING GAINS 70% 66% 79%ECON. DISADV. 52% 52% 58%ELL 37% 33% 42%SWD 34% 32% 35%

From that same perspective, when we monitor the same group of students on this graph we also see that same increase in math.

When analyzing the data at each grade level, third through sixth grade, for reading and math the following trends were identified. Third Grade students have shown a decrease in performance in reading for percent of students meeting high standards and a slight increase in Math.

Third Grade students are continuing to struggle in both reading and math.

Fourth Grade students are continuing an upward trend in math increasing the percent meeting standards by 17% points. Fifth Grade students have reversed a downward trend with the percent of students meeting standards in reading having

increased this year by 7% points in Reading and 24% points in Math. Sixth Grade students have slightly increased the percent meeting standards in reading and math.

Percent Scoring Level 1Reading 2012 2013 2014Third Grade 11% 9% 17%Fourth Grade 9% 12% 6%Fifth Grade 13% 12% 9%Sixth Grade 6% 6% 10%

Math 2012 2013 2014Third Grade 19% 19% 21%Fourth Grade 16% 19% 13%Fifth Grade 24% 26% 14%Sixth Grade 9% 10% 13%

Percent Scoring Level 2Reading 2012 2013 2014Third Grade 21% 25% 25%Fourth Grade 33% 19% 26%Fifth Grade 24% 26% 23%Sixth Grade 22% 28% 24%

Math 2012 2013 2014Third Grade 24% 22% 31%Fourth Grade 32% 25% 15%Fifth Grade 30 % 38% 25%Sixth Grade 21% 27% 19%

Over the past 3 years, we have been inconsistent in reducing the percent of level 1 and 2 students in both reading and math. Although we have a high percentage of students at these levels, they represent the students in the lowest 25% group who met Learning Gains in Reading and Math. With additional remediation, we continue to work with these students through our Tier 1 instruction, Collaborative Team work, Tier 2 Intensive Immediate Intervention services, and the analysis/evaluation process of MTSS/IPST. Where needed, instructional staff changes have been made along with professional development through co-teaching with the Literacy Coach, Title 1 Math Coach, and Peer Coaches. With these interventions the goal is to see an overall decrease in the percentage of level 1 and 2 students in reading and math across all grade levels .


Percent Scoring Levels 4 and 5Reading 2012 2013 2014Third Grade 31% 38% 32%Fourth Grade 29% 36% 46%Fifth Grade 31% 23% 38%Sixth Grade 34% 30% 33%

Math 2012 2013 2014Third Grade 18% 32% 15%Fourth Grade 21% 22% 47%Fifth Grade 20% 12% 28%Sixth Grade 36% 32% 32%

Except for in third grade, we had an increase in the number of students scoring level 4 and 5. These increases were in both reading and math. In the past, a strong instructional emphases was placed on remediation efforts for our below grade level students. Therefore, this past year we strengthen our instructional practices for our above grade level students.

In summary, we recognize that all grade levels need continued interventions in all subjects but especially in the new standards for ELA or English Language Arts. Through the continued rigorous implementation of researched-based instructional practices, specifically inquiry based and differentiated instruction, the increased fidelity of Tier 1 instruction, the intensive focus of remedial and enrichment instruction during intervention blocks, and the continued instructional professional development; it is our goal to increase the performance of all students.

Analysis of Current Practice: (How do we currently conduct business?) Move any Action Steps that have become standard practice to this sectionELA:Our school has allotted every classroom 150 minutes of Literacy Instruction. This time block is broken up into two main segments: Reading Instruction (also known as the 90 minute reading block) and Literacy Instruction (writing and intervention). Our standards require writing to be heavily blended with reading instruction. During the reading block, teachers are instructing students on how to use writing as a tool to analyze text, respond to text, conduct research, and text-based connections that are sustained with textual evidence. Direct instruction of the writing process and conventions of Standard English takes place during the Literacy block.

Through the guidance of CCSS (now Florida Standards) and IPPAS, teachers have worked to place many valuable structures in into the English Language Arts instruction. Our teachers in K – 2 have implemented CCSS standards in their classrooms since August of 2012. Our 3 – 6 teachers used the new standards with a blended approach over the last school year. Through the introduction of the new standards, our teachers worked to integrate the shifts associated with the standards. Our Professional Development has focused on increasing nonfiction text students are exposed to, connecting reading and writing, increasing text complexity, and responding to a variety of text with writing. These shifts have been evident in classroom instruction and assessment. Our previous School Improvement Plan goal focused on improving student achievement through the researched based practice of Writing to Summarize. This goal was evident in all classrooms, as our teachers all focused on the same goal in their own Professional Development Plans. Teachers discussed best practices during their collaborative team meetings. Students were writing to text in all content areas. This common goal helped to support the improvement students’ demonstrated on the district required BELAA (Brevard’s English Language Arts Assessment). This assessment blends reading and writing in one assessment. Students are assessed in their ability to read text and answer through multiple choice answers, short response items, and extended response items. At the beginning of the year, our grade level averages were very low. This provided an opportunity for our teachers to reflect on standards and instruction. Through MTSS/TDT meetings, teachers worked with the literacy coach and guidance to analyze results and discuss expectations of the standards and rubrics. Grade levels worked together to score student writing for both content and conventions. Our meetings revealed that our instruction really needed to focus on providing evidence from complex text when responding in oral or written expression. Our teachers worked on first helping students find relevant textual evidence, and then using appropriate language to refer, quote, or cite evidence in those written responses. In the second semester, students were presented with BELAA rubrics for writing in student friendly language. This allowed students to be fully aware of expectations for quality responses before attempting a written response. Many teachers used these same rubrics with all writing assignments. This chart below shows the effects of this change in practice.


Reading Proficiency

BELAA “A”Grade Level Averages

BELAA “B”Grade Level Averages

BELAA “C”Grade Level Averages

Growth

1st Grade 68.46% 73.44% 71.65% 3.19%2nd Grade 49.58% 62.90% 62.29% 12.71%3rd Grade 53.43% 62.80% 63.18% 9.75%4th Grade 56.83% 69.34% 72.13% 15.3%5th Grade 51.26% 70.99% 65.56% 14.3%6th Grade 46.85% 62.46% 67.82% 20.97%Writing Proficiency

BELAA “A”Grade Level Averages

BELAA “B”Grade Level Averages

BELAA “C”Grade Level Averages

Growth

1st Grade 49.31% 58.83% 61.46% 12.15%2nd Grade 38.07% 54.72% 55.25% 17.18%3rd Grade 44.96% 60.63% 60.17% 15.21%4th Grade 52.69% 71.56% 70.57% 17.88%5th Grade 51.17% 68.56% 70.95% 19.78%6th Grade 53.29% 62.38% 79.21% 25.92%

In addition, our teachers are also actively engaging students in tracking their own data and goal setting. Many teachers have created data binders or graphs for students to “see” the changes in their scores for BELAA (reading and writing scores), SRI or FAIR. This action has increased student awareness and performance as students gain ownership of their performance. Students are very aware of their Lexile scores and use this data to help in their independent reading selections.

Our ELA instruction is supported by the use of a variety of resources. Teachers use Houghton Mifflin Harcourt Florida Journeys. This is a blended reading and writing literacy program that focuses on the CCSS/Florida Standards. The district has also provided all of our teachers with the Journeys G.P.S. Guiding Purposeful Support. This resource contains Frameworks for teacher use when planning lessons using Journeys. Teachers use this guide to assist them with pacing of reading/writing instruction, locating quality resources, and assessment information. In addition, teachers have Standards Spirals, Steps to Quality Questioning, Quality Questioning, and Developing Artistic Writing with Engaging Literature, Developing the Craft, Developing Ideas, and Developing Sentence Imitation resources to assist with planning quality ELA instruction.

Reading Intervention Plan: All students in kindergarten through sixth grade participate in our school’s Walk to Intervention model. During this 30 minute block, students walk to a class that is providing targeted instruction. In kindergarten through second grade, we assess students using the Phonological Awareness Screener for Intervention and Phonics Screener for Intervention. By using these assessments, we are able to group students according to specific skill needs. In third through sixth grade, we use data from the Phonics Screener for Intervention, SRI and FAIR to accurately form our intervention groups. Our frequent monitoring of student progress ensures that our students are participating in the correct intervention. Struggling students are discussed during our bi-weekly MTSS/Teacher Data Team meetings. Students in need of intervention are given the opportunity to participate in Voyager Passport, Barton, and Blueprint for Phonological Awareness/Phonics. Students are referred to IPST when additional academic or behavioral interventions are needed. Math: We are in the first year of implementing the Mathematics Florida Standards (MAFS) K-6. This past summer the Math Coach and a select group of classroom teachers attended training to better understand Florida’s standards. They are based on Common Core but in Mathematics some changes were made to best meet the needs of Florida’s students. These teachers along with the Math Coach will create and facilitate math meetings on a weekly basis as well as facilitate at upcoming faculty meetings and site based teacher workdays. Along with the district adopted program we use the research-based materials that are encouraged through the district pacing guide (Super Source, Van de Walle, and Thinking Maps). This investigative type learning allows our students to experiment with math, therefore creating true mathematicians that understand and apply math in any situation. In conjunction with this type of learning our students are being asked to use graphic organizers, specifically Thinking Maps. In review of our practices last year we feel that the use of the flow map was very beneficial to our students in solving word problems. We had determined that our students often solved problems but didn’t answer the question that was asked. By getting our students to focus on that question through the use of the flow map our students were much more successful on assessments. We have also looked at the needs of the teachers and how to support them in providing the best possible opportunities for our students to become more mathematical in their thinking. We have looked at the daily schedules for our teachers and provided more time for instruction in math. By setting aside the time for math, we Final Version 8.12.14

are ensured that every student at our school will receive valuable instruction as well as exploration time to discover the patterns that are found in math. We are also discussing specific components of the daily math lesson. Our district has provided a sample class format that will be introduced 3-6 as it is already in use K-2. We will have vertical meetings to discuss the valuable components of the format. We worked to analyze assessment data from FCAT as well as District Assessments to identify students in need. Our classroom teachers worked with our ESE teachers and the math coach to create lessons to meet the needs of all our students by providing hands on lessons in whole groups as well as small groups. We are also following up on our summarization strategies from last year. We discovered that allowing students to discuss the intent of the lesson or answering the essential question at the end increased student understanding, therefore, lowering the need for interventions. The students who are then referred to the Response to Intervention Team will utilize the research based program called “Do The Math” by Marilyn Burns was purchased last year to meet the needs to these students.

Science: Currently, individual classroom teachers (K-6) are responsible for planning and implementing science instruction and assessing student progress through the Next Generation Sunshine State Standards in Science. Individual grade level teachers provide science support to one another during grade level meetings as needed. Teachers also integrate science into the 90 minute reading block and use leveled science readers with students during this time as often as possible. In the classroom, teachers are utilizing the district adopted National Geographic series as a resource when teaching science.

We are embarking on our sixth year of implementing WES (Westside Exploration Station) to support classroom teachers with inquiry-based investigation lessons for students in grades 3-6. Fifth graders attend the WES two times in a five day rotation and students 3 rd, 4th, and 6th attend once in the rotation cycle. During this time, students are provided with an opportunity to participate in a hands-on, inquiry- based investigation, experiment, or activity. The instructional focus during this time is on the scientific process, science content vocabulary, and inquiry methods. Additionally, while the fifth grade students are in the WES, we are thoroughly and continuously revisiting and reviewing science standards that were taught in third and fourth grade. This is important because almost 25% of the standards assessed on the Science FCAT 2.0 are third and fourth grade standards. In addition, student response pads (“clickers”) are used in conjunction with Classroom Performance Systems.

After analyzing teaching practices and Science FCAT 2.0 data from last year, we have seen an overall improvement in science scores. Therefore, we will continue to address our individual academic needs while increasing the rigor of implementation of our standards and continuing the use of science notebooks and summarizing as part of our teaching methods.

Technology: Students use Microsoft Office Suite software such as PowerPoint, Word, and Excel to create projects. Students also use creative software such as RM Easiteach, Audacity, and Photo Story 3. Students use Web 2.0 resources such as Glogster and GoogleDocs. GoogleEarth is used to view locations around the world without leaving the classroom. Interactive books can be viewed on TumbleBooks.com and Living Books. Students are able to access non-fiction reading materials using PebbleGo, InforTrac, and World Books. Students utilize instructional software and websites such as Starfall.com, TicketToRead.com, VMathLive.com and FCATexplorer.com. Student response pads (“clickers”) are used in conjunction with Classroom Performance Systems. Students are assessed using FAIR (Florida Assessments for Instruction in Reading), SRI (Scholastic Reading Inventory), and FCAT Focus to monitor progress and determine Lexile levels. Students use Scholastic Reading Counts to monitor comprehension. Additionally, students were introduced to the use of iPads and nooks in the course of their instruction.

For the 2014-2015 school year, we will continue the instructional practices and utilization of all the technology mentioned above. Windows Movie Maker will continue to be used in addition to the other “creative software” in the aforementioned text. We presently have three computer labs and one portable net book lab. The three computer labs are used for research, computer based testing and practice, ESOL instruction, and an activity selection for students. The net books are available for classrooms on a checkout basis. The media specialist will continue to instruct students in the acceptable use of the internet: choosing valid databases; cyber safety protocol; conducting research; and avoiding plagiarism. We will introduce students to Office 365 for home use while at school the students will continue to utilize Office 2013. This year we will add Launchpad, and when it is available we will introduce One Drive, for students in second through sixth grades. One Drive will enable students to save Microsoft documents at school and access them at home. We received 28 new iPads from district Title 1 funds, giving us a total of 36 iPads altogether for teachers to checkout and students to use in class.


Best Practice: (What does research tell us we should be doing as it relates to data analysis above?)

What does the research say about your findings? Evidenced based? What practices can you put into place to work on what the data says is impeding student achievement? Based on what you are seeing; what teachers are doing well; what you need to change and improve…RESEARCH SAYS YOU SHOULD…

Florida’s plan of action for educating its children for the 21st century is focused on rigorous standards based instruction. But the evolution of getting there has taken many years. The alignment of Florida’s standards and assessment has progressed from one that is based on student ability, to one that is focused upon the cognitive demands associated with standards and instruction. Research by the Department of Education has determined that just teaching the standards is not enough to help students succeed with college and career readiness. Therefore they have adopted “Webb’s Depth of Knowledge Model” as a means of adding complexity to the content of the standards. It is this addition to the standards that now has teachers unsure and feeling inadequately trained to deliver complex instruction and to provide the support students need to succeed with complex learning. The Bill and Melinda Gates Foundation reported that teachers know about the standards but only 22% feel prepared to teach them. More than 79% felt they needed professional development to teach them effectively.

For many years, Westside’s teachers have focused on Marzano’s high yield instructional strategies and felt they had a good understanding and application of these strategies. Now, Westside’s teachers are struggling with delivering the instructional strategies at the high level of complexity required to effectively teach the Florida Standards and ensure student learning. For example, based on a self-assessment given to Westside’s teachers; 58% felt that posing high quality questions and implementing problems designed to promote critical, independent, and creative thinking aligned with the standards was not fully embedded in their instructional practice, 47% felt that differentiating instruction based on interest, varied learning styles, and tiered assignments was not fully embedded, and lastly, 45% felt promoting a teacher-facilitated, flexible, inclusive, collaborative, and student-centered learning environment was not fully embedded. Teachers expressed a need for additional professional development emphasizing these more complex instructional practices. Their need aligns with Emily Workman’s research in a 2012 Core Commons Blog in which she concludes that teacher concerns for professional development amount to “a cry for help”.

In Marzano’s article, Teaching for Rigor: A Call for a Critical Instructional Shift, Marzano states that teachers lack a pathway of supports to ensure the significant shifts in instructional strategies needed in today’s classrooms. Westside’s teachers are specifically asking for training with the research based instructional practices of; delivering complex high level questions and problem-solving tasks, differentiating instruction based on interest, varied learning styles, and tiered assignments, and a teacher-facilitated, flexible, inclusive, collaborative, and student-centered learning environment. According to Michael Toth, a great deal of stress can be alleviated when teachers are trained to make significant shifts in their instructional practice. These shifts should be toward a more student centered learning environment and a scaffolding of content from basic knowledge to complex applications, which align with the structure of Webb’s Depth of Knowledge. Teachers need models and training to help them embrace the role of facilitator, guiding students to accept ownership of their own learning. A teacher’s role should be to help students learn to use their knowledge towards solving problems and meeting the rigor of new complex assessments. According to Marzano, students must have the ability to test hypothesis, analyze, and synthesize in order to be successful. Additionally, they must be able to work collaboratively in order to use knowledge and apply it in real world situations. Students will not be engaged at a cognitively high level of complexity in their learning if teachers do not deliver a high level of complexity in their instruction. The teachers’ insufficient understanding of the rigorous design of the Florida Standards is a barrier to their effective delivery of instruction. To succeed with the instruction of the new standards, teachers will need models of instruction along with models of high impact coaching for their professional development. Therefore, we will plan and implement professional development that delves into the rigorous instructional delivery of the Florida Standards. We will also plan and deliver professional development that focuses on the research based instructional practices of posing complex high level questions and problem-solving tasks, differentiating instruction, and facilitating flexible, inclusive, collaborative, and student-centered learning environments. Teachers will collaborate with colleagues to identify content appropriate high level questions and problem solving inquiry-based activities that align with the standard and engage all students in standards based problem solving inquiry activities. They will assist students with the process of discovering their learning styles and interests. Administration will organize and implement instructional rounds first and second semester for the purpose of observing exemplar practices, monitoring, and then comparing the growth made by the teachers in delivering the rigor of the standards through the targeted instructional practices. The results of the student survey will also serve as a measure of comparison form the results of 2014 to 2015.

CONTENT AREA: Reading Math Writing Science Parental

InvolvementDrop-out Prevention Programs

Language Social Arts/PE Other:


Arts Studies

School Based Objective: (Action statement: What will we do to improve programmatic and/or instructional effectiveness?)Florida’s plan of action for educating its children for the 21st century is centered on standards based instruction. Therefore, the Faculty of Westside Elementary will deliver an instructional program that implements Florida’s adopted academic standards in a manner that is rigorous, while continuing to align researched based instructional practices to improve student learning and increase student success across all grade levels and content areas.Strategies: (Small number of action oriented staff performance objectives)

Barrier Action Steps Person Responsible

Time-table

Budget In-ProcessMeasure

Insufficient understanding of the rigorous design of the Florida Standards

Plan and implement professional development that delves into the rigorous instructional delivery of the Florida Standards.

District Trainings,Administration,Peer Coaches, Academic Coaches, & Model Teachers

August to March2014-2015

Use research-based materials already available in Professional Library,

C-Palms

Florida StandardsAssessmentswebsite

School and Title 1Professional Development fundsavailable,

Training agendas,Follow-up products, & In-service recordsPeer observation schedules and feedback forms

Reflect the standards and rigorous questions and tasks in the lesson design

Faculty & Administration

Lesson plans

Display standards around the classroom in a student friendly, organized manner according to academic content area

Faculty &Administration

Walkthroughs will identify best practice

Appoint and train a Title 1 teacher to the position of Writing Coach for the purpose of providing coaching, mentoring, and modeling the writing process for teachers.

AdministrationWriting Coach

Schedules and In-service records

Westside’s faculty continues to struggle with the research based instructional practices of delivering; complex high level questions and problem-solving tasks, differentiated instruction (interest, varied learning styles, tiered assignments) and a teacher-facilitated flexible, inclusive, collaborative, student-centered learning environment.

Plan and deliver professional development that focuses on the research based instructional practices of posing complex high level questions and problem-solving tasks, differentiating instruction, and facilitating flexible, inclusive, collaborative, and student-centered learning environments.

District Trainings,Administration,Peer Coaches, Academic Coaches, & Model Teachers

August to May 2014-15

August to May 2014-15

Training agendas, Follow-up products, andIn-service recordsPre and post surveys

Peer observation schedules and feedback forms

Collaborate with peers to identify content appropriate high level questions and problem solving inquiry-based activities and that align with the standards.

Faculty& Administration

Faculty

Lesson plans reflecting high level questions and problem solving inquiry-based activities

Engage all students in standards based problem solving inquiry activities.

Samples of student problem solving inquiry-based activities aligned to the standards

Assist each student in the process of discovering their learning styles and interests.

Faculty August to May 2014-15

Teacher documentation that identifies student’s learning style & interest

Organize and implement instructional rounds for the purpose of observing exemplar practices.

Administration, Peer Coaches, &Model Teachers

Oct. – Nov.Feb. – Mar.

Schedules and observer reflectionsRubrics designed to identify “ look fors” and used to measure progress


EVALUATION – Outcome Measures and Reflection- begin with the end in mind .

Qualitative and Quantitative Professional Practice Outcomes: (Measures the level of implementation of professional practices throughout the school) Where do you want your teachers to be? What tools will you use to measure the implementation of your strategies? How will you measure the change in adult behavior? What tool will be used to measure progress throughout the year? Use real percentages and numbers.Through the process of planning for school improvement it is our goal to effectively deliver rigorous instruction of the Florida Standards. For the 2014-2015, 100% of the Westside faculty PGP’s are aligned to the School Improvement Plan.

On a September 2014 self-assessment given to Westside’s teachers identifying their level of comfort when delivering the following instructional practices:

58% felt that posing high quality questions and implementing problems designed to promote critical, independent, and creative thinking aligned with the standards was not fully embedded in their instructional practice.

47% felt that differentiating instruction based on interest, varied learning styles, and tiered assignments was not fully embedded. 45% felt promoting a teacher-facilitated, flexible, inclusive, collaborative, and student-centered learning environment was not

fully embedded.Rubrics will be developed identifying the “look fors” or best practices for these dimensions. These rubrics will be used during the November and March instructional rounds to measure the growth of implementation of these targeted dimensions.Dimension 2: Learning Environment

Element II. Promotes a flexible, inclusive, collaborative, and student-centered learning environment Element VII. Maintains a Climate of Inquiry with inquiry based activities and high level questioning

Dimension 3: Instructional Delivery & Facilitation Element V. Differentiates Instruction by interest, varied learning styles, and/or tiered assignments

The informal observation process of IPPAS will also be used to measure the progress of these dimensions.

Qualitative and Quantitative Student Achievement Expectations: (Measures student achievement)Where do you want your students to be? What will student achievement look like at the end of the school year 2014-15? What tool will be used to measure progress throughout the year?

Qualitative data will be measured by Westside’s; 2014-15 Student Survey results (meeting BPS strategic plan targets) 2014-14 Early Warning Systems

Reduce the number of students by 10% who exhibit an early warning indicator Reduce the number of students by 10 % who are identified by the system as exhibiting two or more early warning indicators.

Quantitative Data will be measured by; District BELAA Reading and Writing results that will be monitored in 1st through 6th grade throughout the year, with the spring 2014 assessment of BELAA used to compare the proficiency progress of 70% or above, made on the spring 2015% assessment of BELAA.


WritingProficiency

Spring 2014BELAA “C”

1st Grade 61.46%

2nd Grade 55.25%3rd Grade 60.17%4th Grade 70.57%5th Grade 70.95%6th Grade 79.21%

ReadingProficiency

Spring 2014BELAA “C”

1st Grade 71.65%2nd Grade 62.29%3rd Grade 63.18%4th Grade 72.13%5th Grade 65.56%6th Grade 67.82%

Percent of Students meeting satisfactory progress and making learning gains on the 2015 FSA as compared to the percent of students who made satisfactory progress and made learning gains on the 2014 FCAT.


Reading% Sat.

Math% Sat

Writing% Sat

Science% Sat.

Reading Learning

Gains

Math Learning

Gains

Reading Learning

Gains for

Lowest 25%

Math Learning Gains

for Lowest

25%

A2014 FCAT 66 62 43 76 71 79 75 67 5392015 FSA 70 65 60 80 75 80 75 70 575

Part 2: Support Systems for Student Achievement (Federal, State, District Mandates)For the following areas, please write a brief narrative that includes the data for the year 2014-2015 and a description of changes you intend to incorporate to improve the data for the year 2014-2015. Instructions and support are provided in each section to assist with what data you may include. The instructions are intended to be a guide and may be deleted from each cell to allow for appropriate typing space.


MULTI-TIERED SYSTEM OF SUPPORTS (MTSS)/RtI This section meets the requirements of Sections 1114(b)(1)(B)(i)-(iv) and 1115(c)(1)(A)-(C), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b) and Senate Bill 850.

a) 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.

b) Describe your school’s data-based problem-solving processes for the implementation and monitoring of your MTSS and SIP structures to address effectiveness of core instruction, teacher support systems, and small group and individual student needs.

c) Provide the person(s) responsible, frequency of meetings, and any problem-solving activities used to determine how to apply resources for the highest impact

d) Describe the systems in place that the leadership team uses to monitor the fidelity of the school’s MTSS.e) Describe the plan to support understanding of MTSS and build capacity in data-based problem solving for staff and parents.

(See Accountability and Testing website/SIPTOOLS/MTSS for a checklist that may help you with this section.)Multi-Tiered System of Supports (MTSS)/RTI (Identify the MTSS leadership team and its role in the development and implementation of the SIP along with data sources, data managements and how staff is trained in MTSS)Administration, Guidance, Title One Personnel, Literacy Coach, Math Coach, Grade Level Contacts, ESOL Personnel, ESE Personnel, Classroom Teachers, Speech/Language Pathologist, Occupational Therapist, Staffing Specialist, Psychologist, and Behavior Analyst make up the MTSS Leadership Team. The Literacy Coach and the ESE Contact facilitate the MTSS process.

The MTSS process encompasses three types of teams: The Leadership Team, The Teacher Data Team, and The Individual Problem Solving Team. The Leadership Team members meet several times throughout the year to analyze school wide data, identify the data trends, and develop plans to increase student achievement. This team facilitates the communication of this information to all professionals.

Teacher Data Team meetings are held by grade level on a bi-monthly basis to discuss students in need of academic and/or behavioral assistance. All teachers on each grade level as well as any additional staff that may be able to offer support in their area of expertise are expected to participate. It is through these meetings that discussions of classroom assessment data, grade level data trends, teaching strategies, curriculum, progress monitoring, and student behaviors are analyzed. If this does not show an increase in student performance, a new or more intensive approach may be developed.

Individual Problem Solving Team meetings are held on the other two weeks of each month to discuss more intensive concerns for individual students. The MTSS facilitators along with the classroom teacher, psychologist, staffing specialist, and any additional staff that may be able to offer support in their area of expertise are invited and expected to participate. This team develops intensive interventions that will be monitored on a weekly basis to determine the rate of student success.

In order to track the meeting outcomes for our MTSS process, our school has implemented the use of red folders which keep the information organized and provide a place for professionals to locate student information. These folders contain a variety of information such as student assessment data, current work samples, anecdotal notes, academic screeners, and behavioral documentation. The MTSS facilitators also track the frequency of meetings for each student to ensure that their needs are being frequently monitored within this process.

To ensure that this process runs smoothly from year to year, there are several different training opportunities offered at the school based level. Each school year, an overview of the process is discussed along with any changes that may have been made. MTSS resources are provided for all staff to reference and our MTSS facilitators are available for additional support. Teachers can also attend additional trainings at the district level.

PARENT AND FAMILY INVOLVEMENT: (Parent Survey Data must be referenced) Title I Schools may use theParent Involvement Plan to meet the requirements of Sections 1114(b)(1)(F) and 1115(c)(1)(G), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b).Consider the level of family and community involvement at your school (this may include, but is not limited to, number of parent engagement opportunities offered in the school year; average number of parents in attendance at parent engagement opportunities; percent of parents who participated in parent engagement opportunities; percent of students in lowest performing quartile or subgroups not meeting AMOs whose parent(s) participated in one or more parent engagement opportunities).


https://www.fldoe.org/flbpso/pi/pipp.asp

Refer to the Title 1 Parent Involvement Plan uploaded to the FLDOE website.

STUDENT SURVEY RESULTS (Required):Address Elements of Student Survey Results found in the District Strategic Plan and describe how you will improve student perceptions of these indicators.Strategic Plan Indicators:

Promotes 21st Century Skills 1.4.2, 1.4.3, 1.4.4, 1.4.5 Safe Learning Environment 2.2.2, 2.2.3, 2.2.4, 2.2.5

Elementary Student Survey: 21st Century Skills – Refer results pages 3 – 4 Online Safety – Refer results pages 4 – 6


2012-13Target

2012-13 District

2012-13Westside

2013-14 Target

2013-14District

2013-14Westside

2014-15Target

1.4.2Collaborating with Others

59.05 58.36 60.65 64.20 60.10 60.32 66.11

Demonstrating Knowledge 61.48 67.58 60.65 72.99 60.46 55.56 65.30

Participating in Teaching and Learning

64.44 59.68 67.39 63.86 69.10 65.40 73.94

1.4.3School work will help in later life

87.35 83.27 86.26 84.10 82.76 80.00 83.59

1.4.4 Use technology tools to create projects ELA

48.46 38.50 40.16 44.28 38.39 28.89 44.15

MATH 42.92 35.07 39.89 40.68 32.37 22.54 37.55

SCIENCE 56.93 45.51 51.75 50.06 41.14 35.88 45.25

SOCIAL STUDIES 44.35 31.56 31.81 36.61 29.02 19.04 33.66

1.4.5How well are you learning the following 21st Century skills at school?

2012-13Target

2012-13 District

2012-13Westside

2013-14 Target

2013-14District

2013-14Westside

2014-15Target

Teamwork 72.17 72.57 75.47 76.20 73.09 70.79 76.74

Effective Communication 67.25 66.29 63.34 70.93 67.42 68.57 72.14

Meaningful Projects 58.56 65.00 62.53 71.50 66.61 64.13 73.27

Practical Use of Technology 61.76 54.57 61.18 63.30 58.41 59.37 67.76

Real-world Issues 56.54 56.43 54.98 62.07 57.27 58.41 63.00

How to Research 66.47 63.75 62.81 68.21 65.74 61.90 70.34

Organizational skills 53.37 51.43 51.48 57.09 52.93 51.11 58.75

Personal Character 64.97 66.23 64.42 70.87 68.00 62.86 72.76

2.2.3Yes, I feel safe at school

85 82.51 80.59 85.40 84.30 76.51 87.25

2.2.4 84 81.66 87.33 83.70 81.73 82.86 83.77

When analyzing the results of the student survey it became evident that we need to do a better job with explaining to the students how these skills identified in the survey are important to their learning and their future successes. It is incumbent on us to not only teach the core curriculum but to also teach the 21st Century skills that will enable students to apply their learning to real world issues. Our focus on delivering rigorous instruction aligned to the standards will include these educationally social, study, and collaborative skills. It is important to include in the delivery of these skills the why, how, and benefits of incorporating the effective mechanics of learning.

Early Warning Systems (SB 850)1. Describe the school’s early warning system and provide a list of the early warning indicators used in the system.This list must include the following:Westside Elementary has maintained an overall attendance rate greater than 95%. However, 32% of students in attendance during the2013-2014 school year had a less than 90% attendance rate. To increase the attendance rate of these students for the 2014-2015 school year, several components to an early warning system will be monitored. Classroom teachers will monitor student attendance and submit student’s data who display early indicators to the MTSS team. In addition, the attendance clerk will alert teachers, guidance, and administration of students with a low attendance rate. Guidance will run attendance reports utilizing Performance Matters for review of early warning indicators monthly. Indicators will include tardy rate, absentee rate, suspension rate, and statewide level one data in the areas of reading and math. Data of individual students, grade level data, and school-wide data will be collected and monitored by key staff, such as, teacher, guidance, and administration.

2. 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 listed above The number of students identified by the system as exhibiting two or more early warning

indicators

Grade Level K 1 2 3 4 5 6 TotalAttendance <90 52 44 35 33 24 25 213

1 or more ISS or OSS 3 4 4 10 21Level 1 in Reading or Math 30 16 17 63

3. Describe all intervention strategies employed by the school to improve the academic performance of students identified by the early warning system (i.e., those exhibiting two or more early warning indicators).

Intervention will be provided to students who exhibit two or more early warning indicators in the above listed areas. Indication of multiple days absent or tardy, classroom teachers will follow up with families. Teachers follow Brevard Public Schools’ truancy procedures and checklists to make referrals to the truancy officer and the Multi-Tiered System of Support team (MTSS) and the Individual Problem Solving Team (IPST). Written communication and “face to face” conversations with families stressing the importance and effects of attendance on academics will be implemented by teachers, guidance, and administration. Further review of student attendance records and academic progress may generate an individual attendance/behavior plan as determined by IPST and be monitored by the teacher, MTSS, and IPST teams. Students who display indicators in the area of suspension receive follow up monitoring provided by the classroom teacher, counselor, teacher mentor, and/or administration. Follow up will be in the form of “check-in” conversations or skill building meetings/groups. Parental communication is maintained by phone, letter, and/or conference. Intervention strategies are provided for students who scored a level one on the statewide standardized assessments in the areas of reading and math. Interventions include small group instruction provided by the classroom teacher, student participation in Walk to Intervention provided for both reading and math, invitation to participate in the after school Academic Support Program. Further strategies include monitoring student progress by academic coaches and academic coaches working with classroom teachers to provide and adjust learning strategies. The student’s response to their intervention plan will determine success or further monitoring utilizing the MTSS and IPST processes.

CTE/STEM:1. All Levels

a) # of STEM-related experiences provided for students (e.g. robotics competitions; field trips; science fairs)b) Participation in STEM-related experiences provided for students


Westside students have the opportunity to participate on; the Robotics Team and the associated competitions, school based and district level Science Fair competitions, and school based and district Math competitions. Our 3rd through 6th grade students are engaged in Engineering Design Challenges (problem based inquiry) in Westside’s Exploration Station.

College and Career ReadinessThis section is required for secondary schools, per Sections 1003.413(2)(g),(h), and (j) and 1008.37(4), F.S.COLLEGE AND CAREER READINESS ( TO BE COMPLETED BY SECONDARY SCHOOLS) This section meets the requirements of Sections 1114(b)(1)(B)(iii)(I)(aa)-(cc), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b).1. Describe the strategies the school uses to support college and career awareness.2. Describe how the school integrates vocational and technical education programs.3. Describe strategies for improving student readiness for the public postsecondary level based on annual analysis of the High School Feedback Report, which is maintained by the Department of Education, pursuant to Rule 6A-10.038, F.A.C.Incorporated by reference in Rule 6A-1.099811, F.A.C. (August 2013)

(TITLE 1 SCHOOLS ONLY)

Highly Qualified Teachers Describe the school based strategies that will be used to recruit and retain high quality, highly effective teachers to the school.

Description of Strategy Person Responsible Projected Completion Date1. Utilize personnel from the office

of recruitment and retention.HR Recruitment and Admissions May 2015

2. Provide teachers with professional development opportunities.

Administration; Mentor Teacher Leaders; Peer Coaches

May 2015

3. Provide mentor teachers. Administration May 20154. Guide teachers through

induction program.Administration May 2015

Non-Highly Qualified Instructors Provide the number of instructional staff and paraprofessionals that are teaching out-of-field and/or who are not highly effective. *When using percentages, include the number of teachers the percentage represents (e.g., 70% [35]).

Number of staff and paraprofessionals that are teaching out-of-field/and who are not highly effective

Provide the strategies that are being implemented to support the staff in becoming highly effective

None N/A


ALIGNMENT OF SCHOOL IMPROVEMENT PLANAND

TITLE I SCHOOLWIDE PLAN

Required Elements of a Title I School wide Plan (SWP) /School Improvement Plan (SIP) (Section 1114 – Components of a School wide Program)

Check the area(s) where each element is addressed in the SIP.

Additional information and references from Title I of the Elementary and Secondary Education Act (ESEA):

1. Include data from comprehensive needs assessment of the school

_X Rationale Include academic achievement of students in relation to the state academic content and achievement standards. Be sure to include migrant, if applicable.

2. Provide opportunities for all children to meet state standards

_Analysis of Current Practice

_Strategies

_X_MTSS

3. Utilize scientifically based strategies to strengthen the core academic program

_X_ Analysis of Current Practice

_Best Practice

_Strategies

Strategies, materials and programs that are research based are a required element of any objective.

4. Include additional strategies that increase the amount and quality of learning time

__Strategies

_X_MTSS

_X_CTE/STEM

All schools are required to indicate what additional learning opportunities are made available during school, before and/or after school, and during summer, when applicable, and help provide enriched and accelerated curriculum.

5. Include strategies for meeting the educational needs of historically underserved subgroups, low-achieving, and at-risk students


__Strategies

_X_MTSS

_Early Warning System

These may include counseling, pupil services, and mentoring services.

6. State the means of determining whether student needs in the above requirement (#5) are being met


__Strategies

Address how the school will determine the educational needs of historically underserved subgroups, low-achieving, and at-risk students are being met


_X_MTSS

_Early Warning

System

7. Incorporate instruction by highly qualified teachers

_Highly Qualified Teachers

All instructors working in a Title I school are required to be Highly Qualified (Section 1119). If you have personnel that do not meet the requirements, list strategies to support staff to become highly qualified.

8. Include strategies that support high quality and ongoing professional development for teachers, principals, and paraprofessionals

_Best Practice _Strategies

_X_MTSS

Each school receiving Title I funds shall devote sufficient resources to effectively carry out this requirement.

9. Include strategies to attract high quality, highly qualified teachers

_Highly Qualified Teachers

Schools must indicate how they mentor, attract and retain high-quality and highly qualified teachers.

10. Include strategies to increase parent involvement

_Parental Involvement

Each Title I school is required to complete a Parent Involvement Plan (PIP) and that plan may be used to meet the requirements of this section in the SIP.

11. Include strategies that assist preschool children in the transition from preschool to kindergarten

_Transition from Preschool

Elementary schools must identify how they will assist students in early childhood programs, such as Head Start and VPK, with the transition into elementary school.

12. Include teachers in using student achievement data to plan the overall instructional program


_Strategies

_X_MTSS

Described in Section 1111 (b) (3) in order to provide information on, and to improve, the achievement of individual students and the overall instructional program.

13. Provide additional assistance for low-achieving students that shall include measures to ensure that students’ difficulties are identified in a timely manner

_X_MTSS

Every school is required to incorporate strategies on how they will address the needs of low performing students that experience difficulty mastering the proficient and advanced levels of academic achievement standards (Section 1111 (b)).

14. Specify coordination with other federal, state, and local programs


__Best Practice

_X_MTSS

Schools should include any alignment to other state, federal and local programs that support the educational programs of the school such as violence prevention, nutrition programs, Early Childhood, and Head Start.

Westside Elementary School Elaine M. Passanisi October 8, 2014_____________________________________ __________________________ ____________________School Name Principal’s Signature Date


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