brevard public schools riviera elementary school · developing a strong classroom culture,...

Brevard Public Schools

Riviera ElementarySchool

2019-20 School Improvement Plan

Table of Contents

3School Demographics

4Purpose and Outline of the SIP

5School Information

9Needs Assessment

14Planning for Improvement

18Title I Requirements

21Budget to Support Goals

Brevard - 2171 - Riviera Elementary School - 2019-20 SIP

Last Modified: 11/12/2019 https://www.floridacims.org of 21

Riviera Elementary School351 RIVIERA DR NE, Palm Bay, FL 32905

http://www.riviera.brevard.k12.fl.us

Demographics

Principal: Kori Hurst Start Date for this Principal: 7/1/2016

2019-20 Status(per MSID File) Active

School Type and Grades Served(per MSID File)

Elementary SchoolPK-6

Primary Service Type(per MSID File) K-12 General Education

2018-19 Title I School Yes2018-19 Economically

Disadvantaged (FRL) Rate(as reported on Survey 3)

82%

2018-19 ESSA Subgroups Represented(subgroups with 10 or more students)

(subgroups in orange are below the federal threshold)

Black/African American StudentsEconomically Disadvantaged StudentsEnglish Language LearnersHispanic StudentsMultiracial StudentsStudents With DisabilitiesWhite Students

School Grade 2018-19: B

School Grades History

2017-18: C

2016-17: B

2015-16: B

2014-15: C

2013-14: C

2019-20 School Improvement (SI) Information*SI Region Northeast

Regional Executive Director Dustin SimsTurnaround Option/Cycle

YearSupport Tier NOT IN DA



mailto:[email protected]

ESSA Status N/A* As defined under Rule 6A-1.099811, Florida Administrative Code. For more information, clickhere.

School Board Approval

This plan is pending approval by the Brevard County School Board.

SIP Authority

Section 1001.42(18), Florida Statutes, requires district school boards to annually approve andrequire implementation of a Schoolwide Improvement Plan (SIP) for each school in the districtthat has a school grade of D or F. This plan is also a requirement for Targeted Support andImprovement (TS&I) and Comprehensive Support and Improvement (CS&I) schools pursuant to1008.33 F.S. and the Every Student Succeeds Act (ESSA).

To be designated as TS&I, a school must have one or more ESSA subgroup(s) with a FederalIndex below 41%. This plan shall be approved by the district. There are three ways a school canbe designated as CS&I:

1. have a school grade of D or F2. have a graduation rate of 67% or lower3. have an overall Federal Index below 41%.

For these schools, the SIP shall be approved by the district as well as the Bureau of SchoolImprovement.

The Florida Department of Education (FDOE) SIP template meets all statutory and rulerequirements for traditional public schools and incorporates all components required for schoolsreceiving 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 agraduation rate 67% or less. Districts may opt to require a SIP using a template of its choosingfor schools that do not fit the aforementioned conditions. This document was prepared by schooland district leadership using the FDOE's school improvement planning web application located atwww.floridacims.org.

Purpose and Outline of the SIP

The SIP is intended to be the primary artifact used by every school with stakeholders to reviewdata, set goals, create an action plan and monitor progress. The Florida Department of Educationencourages schools to use the SIP as a “living document” by continually updating, refining andusing the plan to guide their work throughout the year. This printed version represents the SIP asof the “Date Modified” listed in the footer.



/downloads?category=da-forms

/downloads?category=da-forms

https://www.floridacims.org

Part I: School Information

School Mission and Vision

Provide the school's mission statement

Our mission is to embrace, equip, and empower ALL for social and academic success.(Revised August 2019)

Provide the school's vision statement

We are a community of productive citizens committed to creating a better tomorrow.(Revised August 2019)

School Leadership Team

MembershipIdentify the name, email address and position title for each member of the schoolleadership team:



Name Title Job Duties and Responsibilities

Hurst,Kori Principal

The principal will provide the vision and direction for the schoolthrough a shared leadership model, that includes discussion andcollaboration with all of our stakeholders. She will communicatethe school wide expectations for instruction in all academic areasand support implementation of effective instructional strategiesby observing, providing specific actionable feedback andcoaching to teachers, ensuring that MTSS is being implementedwith fidelity consistently across grade levels, ensuring adequateprofessional development to support MTSS implementation, andcommunicating with parents regarding school-based MTSS plansand activities.

Grugan,Kelly

AssistantPrincipal

The assistant principal will support the principal in providing thevision and direction for the school through shared leadership,discussions, and collaboration with all stakeholders. She willcommunicate and lead professional development related to the"Vison of Excellent Instruction" school wide expectations forinstruction in all academic areas and support implementation ofeffective instructional strategies by observing, providingactionable feedback and coaching to teachers, andcommunicating with parents regarding school-based disciplineplan and activities. Maintain high visibility within all areas of thecampus and in all classrooms. Assist teachers in organizingclassrooms for effective teaching. Investigate problems of adisciplinary nature, document information and report findings anddecisions to appropriate individuals. Responsible for timely andaccurate information they maintain and disseminate as part oftheir job responsibilities including district and state assessments,student attendance and other duties as assigned by the principal.

Culp,Tammy Other

Develop and manage positive behavior support systems andcollaborate with school administration, teachers and families. Theability to work cooperatively and collaboratively with staffmembers, parents, students and the public. Investigate problemsof a disciplinary nature, document information and report findingsand decisions to appropriate individuals. Provide information tothe principal regarding teacher effectiveness inclassroom management and classroom assignment. Provideprofessional development for teachers through related todeveloping a strong classroom culture, effective expectations andprocedures to allow to effect classroom management. Provideindividual and/or group instructional coaching and mentoring toteachers to improve classroom management for all learners.

Isaacs,Tina

Teacher,K-12

Develop and manage Title I plan and collaborate with schooladministration, teachers and families. The ability to workcooperatively and collaboratively with staff members, parents,students and the public. Provide information to the principal



Name Title Job Duties and Responsibilities

regarding teacher effectiveness in classroom instruction. Provideprofessional development for teachers and Title I instructionalassistants related to the resources being used for intervention.Provide individual and/or group instructional coaching andmentoring to teachers to improve classroom instruction for alllearners. Observe classroom practices, plan staff developmentwith Principal, ensures all curriculum materials are provided andstaff trained on use. Monitors data and develops targetedinterventions for students.

Olagunju,Stephen

GuidanceCounselor

Manages small group counseling and guidance programs. Theschool counseling program goal is to teach all studentsdevelopmental social skills to be successful in school and in life.We are able to achieve thisgoal through counseling and advisement, individual studentplanning, career planning, collaboration and consultation,transition services, accountability and evaluation. Work with theschool staff, families, and district related students who withattendance concerns as outline in the district plan. Communicatewith all stakeholders related to attendance and guidanceservices.

Piscia,Carrie

Attendance/Social Work

Manages small social skills group counseling and works with theguidance programs. The school social worker program goal is toteach all students developmental social skills to be successful inschool and in life. Work with families through the referral processto obtain services that can benefit their student and family. Weare able to achieve this goal through counseling and advisement,individual student planning, career planning, collaboration andconsultation, transition services, accountability and evaluation

McAteer,Kirsten

InstructionalCoach

The instructional coach will assist in the development andimplementation of instructional plans that align to district goalsand curriculum. Conduct teacher observations and/or walk-throughs and provide feedback that facilitates teacher reflectionand growth. Will provide professional development focused onimproving alignment and delivery of the written, taught andtested curriculum to increase student success and closeperformance gaps. Work with teachers to analyze student dataweekly, diagnose instructional needs and identify research basedinstructional strategies to close achievement gaps. Provideprofessional development for teachers through modelingengaging, standards-based teaching as needed. Provideindividual and/or group instructional coaching and mentoring toteachers to improve classroom instruction for all learners.

Early Warning Systems



Current Year

The number of students by grade level that exhibit each early warningindicator listed:

Grade LevelIndicator

K 1 2 3 4 5 6 7 8 9 10 11 12Total

Number of students enrolled 86 109 85 88 79 86 96 0 0 0 0 0 0 629Attendance below 90 percent 14 15 14 12 8 11 9 0 0 0 0 0 0 83One or more suspensions 1 0 0 0 0 0 0 0 0 0 0 0 0 1Course failure in ELA or Math 0 0 0 0 0 0 0 0 0 0 0 0 0Level 1 on statewideassessment 0 0 0 7 25 19 22 0 0 0 0 0 0 73

The number of students with two or more early warning indicators:


K 1 2 3 4 5 6 7 8 9 10 11 12Total

Students with two or more indicators 1 0 0 3 13 13 12 0 0 0 0 0 0 42

The number of students identified as retainees:


K 1 2 3 4 5 6 7 8 9 10 11 12Total

Retained Students: Current Year 0 0 0 0 0 0 0 0 0 0 0 0 0Students retained two or more times 0 0 0 0 0 1 2 0 0 0 0 0 0 3

FTE units allocated to school (total number of teacher units)56Date this data was collected or last updatedThursday 8/15/2019

Prior Year - As Reported

The number of students by grade level that exhibit each early warningindicator:

Grade LevelIndicator TotalAttendance below 90 percentOne or more suspensionsCourse failure in ELA or MathLevel 1 on statewide assessment


Grade LevelIndicator TotalStudents with two or more indicators

Prior Year - Updated



The number of students by grade level that exhibit each early warningindicator:


K 1 2 3 4 5 6 7 8 9 10 11 12Total

Attendance below 90 percent 18 52 36 32 29 33 23 0 0 0 0 0 0 223One or more suspensions 0 0 0 0 0 0 0 0 0 0 0 0 0Course failure in ELA or Math 0 0 0 0 0 0 0 0 0 0 0 0 0Level 1 on statewide assessment 0 0 0 0 3 18 29 0 0 0 0 0 0 50



K 1 2 3 4 5 6 7 8 9 10 11 12Total

Students with two or more indicators 0 0 0 0 3 11 15 0 0 0 0 0 0 29

Part II: Needs Assessment/Analysis

School DataPlease note that the district and state averages shown here represent the averages for similarschool types (elementary, middle, high school, or combination schools).

2019 2018School Grade Component School District State School District StateELA Achievement 50% 62% 57% 45% 60% 56%ELA Learning Gains 57% 60% 58% 51% 54% 55%ELA Lowest 25th Percentile 61% 57% 53% 46% 46% 48%Math Achievement 60% 63% 63% 52% 62% 62%Math Learning Gains 73% 65% 62% 58% 59% 59%Math Lowest 25th Percentile 60% 53% 51% 44% 49% 47%Science Achievement 60% 57% 53% 54% 57% 55%

EWS Indicators as Input Earlier in the Survey

Grade Level (prior year reported)Indicator K 1 2 3 4 5 6 TotalNumber of students enrolled 86 (0) 109 (0) 85 (0) 88 (0) 79 (0) 86 (0) 96 (0) 629 (0)Attendance below 90 percent 14 () 15 () 14 () 12 () 8 () 11 () 9 () 83 (0)One or more suspensions 1 () 0 () 0 () 0 () 0 () 0 () 0 () 1 (0)Course failure in ELA or Math 0 () 0 () 0 () 0 () 0 () 0 () 0 () 0 (0)Level 1 on statewide assessment 0 () 0 () 0 () 7 () 25 () 19 () 22 () 73 (0)



Grade Level DataNOTE: This data is raw data and includes ALL students who tested at the school. This is notschool grade data.NOTE: An asterisk (*) in any cell indicates the data has been suppressed due to fewer than 10students tested, or all tested students scoring the same.

ELA

Grade Year School DistrictSchool-District

ComparisonState

School-State

Comparison03 2019 48% 64% -16% 58% -10%

2018 45% 63% -18% 57% -12%Same Grade Comparison 3%

Cohort Comparison04 2019 53% 61% -8% 58% -5%


Cohort Comparison 8%05 2019 48% 60% -12% 56% -8%


Cohort Comparison 2%06 2019 45% 60% -15% 54% -9%


Cohort Comparison 2%

MATH


ComparisonState

School-State

Comparison03 2019 42% 61% -19% 62% -20%


Cohort Comparison04 2019 58% 64% -6% 64% -6%


Cohort Comparison 17%05 2019 67% 60% 7% 60% 7%

2018 61% 58% 3% 61% 0%Same Grade Comparison 6%

Cohort Comparison 19%06 2019 65% 67% -2% 55% 10%

2018 58% 68% -10% 52% 6%Same Grade Comparison 7%

Cohort Comparison 4%



SCIENCE


ComparisonState

School-State

Comparison05 2019 57% 56% 1% 53% 4%

2018 55% 57% -2% 55% 0%Same Grade Comparison 2%

Cohort Comparison

Subgroup Data2019 SCHOOL GRADE COMPONENTS BY SUBGROUPS

Subgroups ELAAch.

ELALG

ELALG

L25%MathAch.

MathLG

MathLG

L25%Sci

Ach.SS

Ach.MS

Accel.GradRate

2016-17

C & CAccel

2016-17SWD 23 45 41 32 66 59 41ELL 46 49 55 57 69 58 45BLK 35 56 53 42 71 61 41HSP 55 40 38 66 78 64 75MUL 86 73 70 79WHT 48 67 78 63 70 53 53FRL 47 55 59 57 70 60 56

2018 SCHOOL GRADE COMPONENTS BY SUBGROUPS

Subgroups ELAAch.

ELALG

ELALG

L25%MathAch.

MathLG

MathLG

L25%Sci

Ach.SS

Ach.MS

Accel.GradRate

2015-16

C & CAccel

2015-16SWD 15 43 38 29 45 28 27ELL 43 59 60 55 53 23BLK 32 50 44 35 52 47 31HSP 55 55 42 57 62 31 48MUL 52 69 62 69WHT 40 42 45 51 54 50 62FRL 42 48 45 48 55 42 50

ESSA DataThis data has been updated for the 2018-19 school year as of 7/16/2019.

ESSA Federal IndexESSA Category (TS&I or CS&I) N/AOVERALL Federal Index – All Students 61OVERALL Federal Index Below 41% All Students NOTotal Number of Subgroups Missing the Target 0Progress of English Language Learners in Achieving English Language Proficiency 69Total Points Earned for the Federal Index 490Total Components for the Federal Index 8



ESSA Federal IndexPercent Tested 97%

Subgroup Data

Students With DisabilitiesFederal Index - Students With Disabilities 46Students With Disabilities Subgroup Below 41% in the Current Year? NONumber of Consecutive Years Students With Disabilities Subgroup Below 32% 0

English Language LearnersFederal Index - English Language Learners 56English Language Learners Subgroup Below 41% in the Current Year? NONumber of Consecutive Years English Language Learners Subgroup Below 32% 0

Asian StudentsFederal Index - Asian StudentsAsian Students Subgroup Below 41% in the Current Year? N/ANumber of Consecutive Years Asian Students Subgroup Below 32% 0

Black/African American StudentsFederal Index - Black/African American Students 51Black/African American Students Subgroup Below 41% in the Current Year? NONumber of Consecutive Years Black/African American Students Subgroup Below 32% 0

Hispanic StudentsFederal Index - Hispanic Students 60Hispanic Students Subgroup Below 41% in the Current Year? NONumber of Consecutive Years Hispanic Students Subgroup Below 32% 0

Multiracial StudentsFederal Index - Multiracial Students 77Multiracial Students Subgroup Below 41% in the Current Year? NONumber of Consecutive Years Multiracial Students Subgroup Below 32% 0

Native American StudentsFederal Index - Native American StudentsNative American Students Subgroup Below 41% in the Current Year? N/ANumber of Consecutive Years Native American Students Subgroup Below 32% 0



Pacific Islander StudentsFederal Index - Pacific Islander StudentsPacific Islander Students Subgroup Below 41% in the Current Year? N/ANumber of Consecutive Years Pacific Islander Students Subgroup Below 32% 0

White StudentsFederal Index - White Students 62White Students Subgroup Below 41% in the Current Year? NONumber of Consecutive Years White Students Subgroup Below 32% 0

Economically Disadvantaged StudentsFederal Index - Economically Disadvantaged Students 59Economically Disadvantaged Students Subgroup Below 41% in the Current Year? NONumber of Consecutive Years Economically Disadvantaged Students Subgroup Below32% 0

Analysis

Data ReflectionAnswer the following reflection prompts after examining any/all relevant school datasources (see guide for examples for relevant data sources).

Which data component showed the lowest performance? Explain thecontributing factor(s) to last year’s low performance and discuss any trends

The data component that showed the lowest performance for Riviera was in the area ofELA achievement.There was a lack of professional development related to data monitoring and discussionand planning for core instruction and intervention to improve student proficiency.

Which data component showed the greatest decline from the prior year?Explain the factor(s) that contributed to this decline

There was not an area of decline as shown in our FSA data; however, 3rd grade dataoverall had marginal movement. Structures and coaching related to planning were notfollowed through on by the instructional coach without administrative support untilJanuary.

Which data component had the greatest gap when compared to the stateaverage? Explain the factor(s) that contributed to this gap and any trends

The component that had the greatest gap when compared to the state average is ELAachievement with an 7% difference. Broken down by grade level 3rd grade (-10%), 4thgrade (-5%), 5th grade (-8%), 6th grade (-9%) in comparison to the state. In Januaryadditional coaching related to planning and the need for small group instruction wasimplemented in 3rd grade. The lack of school wide professional development relateddata monitor, discussion and planning for intervention to improve student proficiency.



There war not formalized coaching plans and no follow up monitoring which resulted inminimal change to instructional practice.

Which data component showed the most improvement? What new actions didyour school take in this area?

The component that showed the most improvement is in the area of math. We increased16 percentage points in learning gains for our Lowest 25% , 15% percentage points inlearning gains for all students and 8 percentage points in proficiency . Rivieraimplemented Eureka math school-wide as our core curriculum. When looking at moredetailed data by teachers the teachers who implemented Eureka with fidelity showed65% proficiency rate or higher. All teachers need to implement Eureka with fidelity toshow growth in the area.

Reflecting on the EWS data from Part I (D), identify one or two potential areasof concern? (see Guidance tab for additional information)

The greatest areas of concern for the EWS data are attendance below 95% and Level 1son the FSA in grades 3-6.

Rank your highest priorities (maximum of 5) for schoolwide improvement inthe upcoming school year

1. ELA achievement2. Math achievement3.4.5.

Part III: Planning for Improvement

Areas of Focus:



#1

Title Data driven decisons foused on effecive instuction in ELA (Reading/Writing)and Intervention outlined in the Multi-Tiered Systems of Support Model.

Rationale

While the overall percent of students achievement in grades 3-6 increased 5percentage points from the previous school year, we still lag considerablybehind the district and state in ELA. With only 50% of our students proficient,there is a great need for continued focus on strong foundational readinginstructionat all grade levels. Our SWD at 23% and BLK at 35% proficient aredemonstrating growth in ELA on average of 11% between 2018 to the 2019school year, but our goal is proficiency for all students. Where Riviera shinesis ensuring a learning gain of 57% for all students and 61% for our lowest25th percentile.

State themeasureableoutcome theschool plansto achieve

Riviera will increase ELA achievement by 10% from 50% to 60% for allstudents measured by FSA by the end of the 2019-2020 school year. Also,80% of students at each grade level will meet the typical growth on iReady.

Personresponsibleformonitoringoutcome

Kori Hurst ([email protected])

Evidence-basedStrategy

Teams will use provided data from iReady, Leveled Literacy Intervention, 95%Group, Write Score, and small group instruction to determine at-risk students,clearly identify problem/target skill instruction, create intervention groups,and respond to student needs.

RationaleforEvidence-basedStrategy

Multi-tiered systems of supports are proven, research-based strategies, and adistrict initiative dedicated to proactively identify students in need ofinterventions. By proactively identifying students in need of intensiveinterventions, supports can be put in place to close achievement gaps intheir foundational knowledge, skills, and/or behavior; therefore allowing themto master grade level standards.

Action Step

Description

1. Provide professional development on the MTSS framework, iReady Summitand Standards Institute,2. Look at individual scores of Level 1 and 2 students to determine specificneeds for differentiated instructional and intervention needs.3. Plan to monitor effectiveness of instruction by conducting weeklyclassroom walk-throughs to ensure that interventions are being implementedwith fidelity.4. Provide teachers with necessary resources and materials to implementand excute intervention and differentiated instruction to include: Curriculum& Associates Language Arts Florida Standards (LAFS), Write Score,MaxPhonics, Heinemann Leveled Literacy Intervention Kits , PASI and 95%,Reading Counts, Rolling Readers, MyOwn, Star Fall, Scholastic News, Time forKids, Lexia,5. Hire an instructional coach to coaching teachers, create, maintain, andmonitor the effectiveness of structured interventions and instruction, whichincludes a tracking system to consistently collect and analyze data.



6. Hire two Title I teachers and five instructional assistants to provideinstruction and to support Tier 2 and 3 instruction for grade K-6.6. Implementation of bi-weekly data meetings to track and monitor studentprogress in academics, behavior and attendance.7.Track data for all subgroups, including Students with Disabilities, Black,English Language Learners, Hispanic and utilize ESE and ESOL strategies toimprove student performance. (ESGI assessment for Kindergarten)8. Hire two ASP teachers support provide instructional tutoring for our lowest25% and Tier 2 and 3 students.

PersonResponsible Kori Hurst ([email protected])



#2

TitleData driven decisions focused on effective instruction in Math and use withfidelity of a guaranteed and viable math curriculum that yields standardsaligned and rigorous instruction.

Rationale

The overall percent of students proficient in grades 3-6 increased 12percentage points from the previous school year, we are only 3 percentagepoints behind the district and state in math. With 60% of our studentsproficient, there is a great need for continued focus on standards based mathinstruction at all grade levels. Our SWD at 32% and BLK at 42% proficient aredemonstrating growth in math on average of 10% between 2018 to the 2019school year, which is a great accomplishment, but our goal is proficiency forall students. Where Riviera excels is ensuring a learning gain of 73% for allstudents and learning gains 60% for our lowest 25th percentile.

State themeasureableoutcome theschool plansto achieve

Math achievement will increase by 10% from 60% to 70% for all students andsubgroups as measured by FSA and iReady by the end of the 2019-2020school year.

Personresponsibleformonitoringoutcome

Kori Hurst ([email protected])

Evidence-basedStrategy

Teams will use provided data from iReady, Eureka, and small groupinstruction to determine at-risk students, clearly identify problem/target skillinstruction, create skills and content groups, and respond to student needs.

RationaleforEvidence-basedStrategy

By taking ownership of the math standards it will provide clarity about theskills and knowledge that students must master at each grade levelsupporting a guaranteed and viable curriculum. Then as a team we canproactively identify students in need of small group skills instruction. Thesetypes of supports being put in place will be designed to close achievementgaps in their foundational knowledge and skills.

Action Step

Description

1. Guarantee all students receive essential grade-level curriculum as part oftheir Tier 1 instruction2. Plan to monitor effectiveness of instruction by conducting weeklyclassroom walk-throughs to eliminate below grade level learning tracks.3.Teacher led differentiated data driven small group instruction to close skillgaps.4. Increase parent involvement in mathematics through Partners in ProgressConferences5. Provide teachers with necessary professional development, resources andmaterials to implement high impact instruction such as Title I instructionalassistants, Eureka for 6th grade, FSA countdown materials and StandardsInstitute.6. Create student data tracking system and implement bi-weekly datameetings to track and monitor student progress in math.7.Track data for all subgroups, including Students with Disabilities, Black,English Language Learners, Hispanic and utilize ESE and ESOL strategies toimprove student performance.



PersonResponsible Kori Hurst ([email protected])

Additional Schoolwide Improvement Priorities (optional)

After choosing your Area(s) of Focus, explain how you will address the remainingschoolwide improvement priorities (see the Guidance tab for more information)

Social and Emotional Learning (SEL) is how we as individuals acquire and apply ourknowledge, attitudes and skills needed to manage our emotions. When students are notable to regulate or understand their emotions within the school setting it can be difficult forthem to set and achieve positive goals, maintain positive relationships and makeresponsible decisions. Our mission at Riviera is embrace, equip, and empower all for socialand academic success. To establish a strong school culture and climate we areimplementing small social skills groups for selected students and daily SEL time for allstudents using research-based curriculum Second Step and classroom carpet spaces inprimary grades.. Our school based social worker and guidance counselor work alongside ofparents, students, and teachers to ensure that the social emotional needs of students arebeing addressed. Social emotional learning often times comes before academic learning forsome students. Our Positive Behavior Intervention Support (PBiS) school-wide expectationsare the foundation of the Tier 1 plan for student school wide. It also works hand in handwith SEL and students before or during students transition to Tier 2 or 3 for behavior. Thefocus being on meeting the needs of the whole child to allow for academic success. Duringthis school year, we will also be working as a school team to determine if there is acorrelation between our students who arrive late to school or have attendance less then90% and the need for social emotional support. Our goal will be to put structure in place tosupport the student and family. ( Person responsible for monitoring: Carrie Piscia, StephenOlagunju, Tammy Culp, Tina Isaacs)

Riviera's goal for this school year also includes the need for high impact instruction in ELA,Math and Science. Teachers will utilize PlanBook EDU to develop and share lesson plans forall teachers. Students will be given an opportunity to participate in Spelling Bee. We needto ensure a guaranteed, viable and focused curriculum for all students even in science.When the majority of the standards assessed on the Science FSA in 5th grade are standardstaught in previously grade levels we must be accountable to science instruction across allgrade levels. To support teachers in science instruction the district has development ascience website with detailed lesson plans that are ready to go for K-6 teachers. As a schoolwe are committed to funding the resources needed to implementation quality scienceinstruction in all classrooms to include Brain Pops, fourth grade field trips to the Indian RiverLagoon, Science Fair Manuals, Gizmos, and Animal Kingdom field trip for 5th gradestudents. Our goal is to inspire and prepare our students to embrace science andtechnology while meeting their grade level standards. (Person responsible for monitoring:Kelly Grugan)

Riviera will continue to focus on school safety is a priority, therefore Riviera's SEOP plan willbe regularly discussed, updated, and implemented. (Person responsible for monitoring: KoriHurst, Kelly Grugan, Tina Isaacs, Carrie Piscia, Stephen Olagunju, Tammy Culp)

Part IV: Title I Requirements



Additional Title I RequirementsThis section must be completed if the school is implementing a Title I, Part A schoolwideprogram and opts to use the Pilot SIP to satisfy the requirements of the schoolwide programplan, as outlined in the Every Student Succeeds Act, Public Law No. 114-95, § 1114(b). Thissection is not required for non-Title I schools.

Describe how the school plans to build positive relationships with parents,families, and other community stakeholders to fulfill the school's mission andsupport the needs of students

The initial invitation for family involvement will be made at our Meet and Greet family eventduring pre-planning. At this time the families will be invited onto campus to meet theirteachers, ask questions, tour the campus, and familiarize themselves with the Riviera staff.This was also used as a means to build a relationship between the parents and teachers. Atthe Annual Title 1 Meeting in September 2019, parents will be informed about the Title 1programs and how the program pertain to their child along with ways they can support theirchild’s education.

The school has scheduled Partners in Progress conferences to be held twice per year.However, the parents and teachers may request a conference throughout the year todiscuss student progress. Partners in Progress conferences will be a student-led conferencemodel, allowing parents, students, and teachers to collaborate with student achievementdata to set goals and monitor student achievement.

The School Advisory Council (SAC), composed of teachers, parents, and communitymembers, will meet monthly to provide input on the development, implementation, andevaluation of the school’s Title 1 Plan, Title 1 Parent and Family Engagement Plan (PFEP),School-Parent-Student Compact for Learning and the School Improvement Plan (SIP).

Riviera hosts many family involvement events each year to build and maintain apartnership with our families. These include academic events such as Literacy Night,Science Fair Kick-off Night. Open House, Partners in Progress Conferences. Riviera will alsobuild positive family relationships through Learning Celebrations, International Dinner Night,Harvest Night, grade level parent events, Dad's Breakfast, Muffins for Mom, andGrandparent's Breakfast. Parents will also be engaged utilizing various communicationstrategies, such as Blackboard Connect emails and text messages, monthly newsletters,Peachjar, Class Dojo, Blooms, the school website, and Facebook.

PFEP LinkThe school completes a Parental Involvement Plan (PFEP), which is available at theschool site.

Describe how the school ensures the social-emotional needs of all students arebeing met, which may include providing counseling, mentoring and other pupilservices

Riviera is a Positive Behavior Intervention and Support School, we are in our second year ofimplementation. As part of our second year, our PBIS leadership team plans to attend Tier 2training. Once trained, the PBIS team will provide professional development for Rivierateachers and staff on Tier 2 PBIS strategies to assist students struggling to be successful inthe classroom setting.Second Step will be utilized in grades Kindergarten through sixth grade in conjunction withPBIS to improve classroom culture and meet the social-emotional needs of students. Second



Step is an evidence-based program integrating social emotional learning in classrooms andschool wide. This program has been shown to decrease problem behaviors and is designedto promote success, self-regulation, and a sense of safety and support.Riviera's school based Social worker provides counseling based on the social-emotionalneeds of Riviera students.

Describe the strategies the school employs to support incoming and outgoingcohorts of students in transition from one school level to another

Our prekindergarten students will participate in the “Kindergarten Rocks” event whichallows our parents and students to tour the kindergarten classrooms, participate instandards specific activities, and attend informational sessions to ensure their smoothtransition from VPK to Kindergarten. In addition, kindergarten students begin the schoolyear a week later than other grades. During the week, kindergarten teachers meet withindividual students and their parents, administer screenings and provide orientation foreach family.

Our sixth grade students will visit our feeder middle school and learn about the courseofferings, have a campus tour, and are provided with information and activities to assistthem and their families with the transition to the middle school. The guidance staff from themiddle school will come to Riviera, addressing the students as a large group, and spendtime answering questions and providing support for all students. In order to support thestudents in all other grades as they transition from one grade level to another the teachersreview all cumulative folders at the beginning of each school year. Along with a cumulativefolder check the teachers also seek out the previous year’s teacher to gain a betterunderstanding of the child and his or her specific needs. There is an open line ofcommunication between the grade levels, this line of open communication and ensures thatthe grade levels understand how the standards spiral from year to year as well as ensuringthat the students are supported as they transition through our school.

Describe the process through which school leadership identifies and aligns allavailable resources (e.g., personnel, instructional, curricular) in order to meetthe needs of all students and maximize desired student outcomes. Include themethodology for coordinating and supplementing federal, state and local funds,services and programs. Provide the person(s) responsible, frequency ofmeetings, how an inventory of resources is maintained and any problem-solvingactivities used to determine how to apply resources for the highest impact

Riviera's leadership team and MTSS team will meet bi-weekly to review studentachievement and student progress monitoring data to identify students at moderate or highrisk for not meeting grade level expectations. Student data is also reviewed, along withclassroom walk-through, informal observation, and formal observation data to evaluateimplementation of instructional strategies and areas of need for instructional professionaldevelopment. Members of the leadership team will meet with instructional staff on amonthly data to provide support on data analysis, instructional planning and studentplacement for academic intervention. Once a student is identified as at-risk, the MTSS teamwill meet with the classroom teacher and parents to analyze the data, define the area ofconcern, determine appropriate intervention, and plan for monitoring student progress.

Title I Personnel - Title I personnel include a Title I teacher/contact, an Instructional Coach,and five paraprofessionals.Title I Teacher/Contact provides instructional interventions to Tier 2 students in all gradelevels, collects and analyzes student progress data to assist with the MTSS process, andcoordinates family and parent engagement events to increase family involvement.



Instructional Coach will collaborate with and coach teachers on how to effectively utilizestudent achievement data to guide literacy instruction which ensures the rigor of theFlorida standards is met. Our Instructional Coach will also participate in the MTSS process,analyzing student achievement data to determine appropriate student placement.

Paraprofessionals provide small group instruction during the intervention block pushing into one grade level at a time, increasing the number of students receiving intensiveindividualized instruction in literacy. Paraprofessionals will also support subgroups identifiedas by achievement data by collaborating with classroom teachers to provide small groupinstruction based on student progress monitoring data so these students can be successfulwith core content.

Title III - ELL teacher and paraprofessionals support identified students by pushing into theclassroom during core instructional blocks, providing additional support so students can besuccessful with core content.

Title X - Homeless

Describe the strategies the school uses to advance college and careerawareness, which may include establishing partnerships with business, industryor community organizations

Riviera partners with the Kennedy Space Center to provide space week, allowing studentsto learn about and visit Kennedy Space Center, which encourages careers in STEM fields.Riviera will continue the Boeing Mars club program to encourage students to explorepotential STEM careers.

Riviera students in grades four through six will participate in the district school science fair.Professionals in various science related fields will participate and interact with students asscience fair judges.

Riviera will continue its Odyssey of the Mind team, encouraging students to improve criticalthinking skills and problem solving skills, helping students develop the skills necessary tobe successful in college.

Riviera has been awarded the 21st Century Grant, allowing students access to a variety ofafter school clubs and opportunities. These clubs and opportunities involve manybusinesses and community organizations.

Part V: Budget

1 III.AAreas of Focus: Data driven decisons foused on effecive instuction in ELA(Reading/Writing) and Intervention outlined in the Multi-Tiered Systems ofSupport Model.

$0.00

2 III.AAreas of Focus: Data driven decisions focused on effective instruction in Mathand use with fidelity of a guaranteed and viable math curriculum that yieldsstandards aligned and rigorous instruction.

$0.00

Total: $0.00



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