brevard public schools school improvement plan 2017-2018...build principal capacity to develop and...

1 | P a g e

Brevard Public Schools

School Improvement Plan

2017-2018

Superintendent: Asst. Supt. of Leading and Learning:

Principal Supervisor: Name of School:

Principal: SAC Chairperson:

School Grade

History 2016-17: C 2015-16: C 2014-15: B

Mission Statement:

To create a positive, caring environment where all students are inspired to succeed and remain on a path of lifelong learning.

Vision Statement:

To serve every student with excellence as the standard.

Stakeholder Involvement in School Improvement Planning: Briefly explain how stakeholders are involved in the development, review, and communication of the SIP.

Port Malabar’s School Improvement Plan is developed every year after data analysis and discussions are held with stakeholders,

staff, and community partners over the summer and during preplanning. Vertical and horizontal teams meet with instructional

coaches and administrators to disaggregate and analyze data, and to look for trends in student progression. Teachers are surveyed to

determine what they felt worked well from the previous SIP, and also to determine Professional Development needs for the current

school year. Teachers, coaches, and staff members then meet to formulate the School Based Goal. The School Improvement Plan

draft is shared with members of the School Advisory Council, who are given the opportunity to provide feedback. The finished

School Improvement Plan is shared with our families and community members through the school website and our monthly School

Advisory Council meetings.

Teresa Wright

Cindy Whalin

Port Malabar Elementary

Heather Haman

Connections to District Strategic Plan Obj.L1. Protect instructional time Obj.L2 Support educator effectiveness and build capacity of teachers to improve student outcomes and close achievement gaps Obj.L4: Provide equitable support for every student’s social-emotional development Obj.L6. Build principal capacity to develop and spread highly effective instructional practices Obj.R3 Increase system-wide proactive communications

Desmond K. Blackburn, Ph.D. K. Jane Cline

2 | P a g e

Brevard Public Schools

School Improvement Plan

2017-2018

Part 1: Planning for Student Achievement

RATIONALE – Continuous Improvement Cycle Process

Data Analysis from multiple data sources: Please consider the priority indicators selected from your school

BPIE and EDI Insight Survey results within the rationale of your SIP.

What are the areas of successful professional practices and what data shows evidence of improvements? What are the concerns with

professional practices and what data shows evidence of opportunities for growth?

Successful Professional Practices:

Administration has noticed common positive trends during Formal and Informal classroom observations: Essential questions are

posted in all classrooms. Teachers are planning for higher order thinking opportunities and evidence can be seen documented in

teacher lesson plans. Differentiation is occurring in the majority of classrooms, as evidenced during walk-throughs and in teacher

lessons plans. Standards have been prioritized by grade level and subject, and teachers are using prioritized standards to help focus

instruction. Student progress is closely monitored and instruction is adapted after data analysis. Technology is being utilized in all

classrooms, appropriate according to grade level and based on parent permissions.

According to the Fall 2016 EDI Insight Survey, Port Malabar was 1 of the 17 elementary schools in the Top Quartile. Our highest

scoring domains for the Fall 2016 survey were similar to Fall 2015 results, with several slight changes as noted in the table below.

EDI Insight Domain

Port Malabar

Score

Fall 2015

Port Malabar

Score

Fall 2016

Brevard

Average

Fall 2016

Instructional Planning & Student Growth Measures 9.1 9.0 8.0

Learning Environment 8.6 8.8 7.8

Professional Developmental 9.1 8.9 7.9

Peer Culture 9.0 8.9 8.1

Evaluation 8.2 8.6 7.5

Leadership 8.9 9.0 8.3

School Operations 9.2 9.0 8.1

Concerns with Professional Practices:

Administration has noted several concerns during Formal and Informal classroom observations: Rigor and teacher expectations vary

within certain grade levels. (We have many veterans and several teachers new to our school.) Although walk through data continues to

show improvement, student engagement throughout the building varies based on subject and grade level. (Administrative walk

through data in September of 2017 revealed that 78% of students were engaged while participating in a lesson (an increase in 6% from

September of 2016), monitored in a random, 2-minute time period in classrooms throughout the building. (Gen-ed classrooms,

activity, ESE, etc.) Through data analysis, administration and coaches also have concerns with academic gaps from grade level to

grade level, even though we meet monthly in Vertical and Horizontal teams.

3 | P a g e

Concerns with Professional Practices (continued from page 2):

Transition/Mobility/SIT students- in addition to adding 145 PreK and K to our building this year, we’ve gained 104 new students

in grades 1-6, and have had an equal number of students move out of PME to other local schools. Since 6-Day count this year,

we’ve enrolled 52 new students, and have withdrawn 41 students. We have a high mobility rate that seems to only increase each

year. This impacts our professional practices as we strive to ensure consistent instruction for all students.

When analyzing Administrative IPPAS data, particularly looking at the instructional delivery of research-based practices, we can see

that all teachers apply various instructional strategies and resources, but to varying degrees throughout our building. The same can be

noted for delivering engaging, challenging and relevant lessons. The data in parenthesis below shows where we were as a school in

the 2016-2017 school year. We can see that overall our teachers have grown in these areas, but we will continue to focus on both

dimensions during the 2017-2018 school year.

IPPAS Dimension/Element Unsatisfactory Developing Proficient Distinguished

D3:E3- Applies varied instructional strategies and resources,

including technology as appropriate, to support student learning

0%

(2%)

71%

(75%)

29%

(23%)

D3:E4- Delivers engaging, challenging and relevant lessons 2%

(4%)

65%

(75%)

33%

(21%)

Our EDI Insight Survey results indicated that teachers felt their two biggest areas of concern are with regards to their workload and

career progression opportunities.

EDI Insight Domain

Port Malabar

Score

Fall 2015

Port Malabar

Score

Fall 2016

Brevard

Average

Fall 2016

Workload 7.3 7.5 6.0

Career Progression 7.8 7.9 6.6

Since our BPIE survey is only completed every 3 years, we will continue with last year’s plan. The following 4 Priority Indicators

continue to be our areas of focus for the 2017-2018 school year:

#2- Short and long term improvement efforts are included in the SIP.

#14- Administrators analyze data to identity staff professional development and technical assistance needs related to inclusion.

#15- Administrators facilitate job-embedded professional development on inclusive practices for all school personnel.

#32- Reports of progress toward implementing inclusion are disseminated to families, district personnel, and community

members annually.

With the BPIE survey results in mind, planning for the 2016-2017 school year began at the end of the previous school year, in May of

2016. Our ESE Teachers met with our scheduling coordinator to ensure that student schedules for our Exceptional Education students

(group sizes, placements, resources available, etc.) were planned first, as these students often have very few minutes in their day for

flexibility when they may often need to see many different teachers in the course of one school day (Speech, Language, OT, PT, an ESE

teacher for academic support, etc.). Lunch duty supervision schedules, activity schedules, and classroom schedules were built around

servicing our ESE students and making sure their instructional time is maximized. This same plan was followed when scheduling for the

2017-2018 school year.

4 | P a g e

What are the areas of successful student achievement and what data shows evidence of improvements?

What are the concerns with student achievement? Provide data to support concerns.

Successful Student Achievement

When sharing this data with our staff and our SAC, we’ve asked stakeholders to look at the data in several different ways. First, at the

data horizontally (identifying possible instructional trends, but with different groups of students). We have gone deeply with teachers

to disaggregate data at the item level, determining the need for continued instructional improvements in selected areas. Then, we’ve

asked stakeholders to look at the data diagonally (the color-coded boxes from 2015-2016 that match the color-coded boxes from 2016-

2017) which show student progression from one grade level to the next. For example, 53% of 3rd Graders were proficient in ELA in

2015-2016, but now 61% of 4th Graders were proficient in ELA in 2016-2017, which shows an increase of 8%.

We are very proud of our 3rd Grade ELA and Math scores from 2016-2017. Our 3rd Grade students scored higher than their peers in

both the district and the state. The same is true for our 4th Graders in ELA. Our 5th Grade Science scores were just above the state, but

below the district. In 6th Grade, although only 46% of students were proficient on the 2016-2017 ELA FSA test, most of our students

showed a learning gain from the previous year where only 41% of 5th Graders were proficient in ELA. The same is true for our 6th

Graders in Math. Although we were below the district average, 53% of our 6th Graders were proficient on the FSA Math assessment,

an increase from the 2015-2016 school year where only 49% were proficient. We are aware that our 5th and 6th Graders were the

groups of students who were first exposed to the changes in new standards when our state adopted LAFS and MAFS replacing the

NGSSS for ELA and Math. We are hopeful that our 3rd and 4th grade scores will be the trend, now that teachers and students are more

comfortable with the rigorous expectations of the new standards.

Concerns with Student Achievement

Our 5th grade ELA and Math scores have been a concern for the past few years. We made several changes between the 2015-2016 and

2016-2017 school years, but the results continue to remain below our expectations. After discussions between administration,

instructional coaches, and teachers, the decision was made to no longer departmentalize for instruction during 2017-2018. The

intention is that students will develop the social/emotional connection with their homeroom teacher and that through purposeful

planning and instructional coaching student scores will improve. When looking at our 5th grade data horizontally, we see that the

percentage of students proficient improved from 41% on the 5th grade ELA in 2015-2016 to 51% proficient in 2016-2017. This

number shows positive growth. However, we are concerned that the prior year (diagonal green boxes) 53% of 4th graders were

proficient in ELA on the 2015-2016 test, and dropped to 51% on the 2016-2017 test. The decline in proficiency is also evident when

looking at our 5th grade Math scores. Both horizontal and diagonal analysis show a decline in student proficiency. Reflection of 5th

grade instructional practices during the 2016-2017 school year revealed that although teachers were using ELA and Math curriculum

purchased by the district, teachers were not teaching to the rigor and expectations of the LAFS and MAFS.

ELA 2016-17 2015-16

# of Students

Score %

Passed

# of Students

Score %

Passed

PME Grade 3 119 309 72 107 301 53

BREVARD SCHOOL DISTRICT 5,608 306 65 5,598 304 60

Statewide 228,104 303 58 220,663 301 54

PME Grade 4 113 312 61 85 311 53


Statewide 207,646 312 56 209,261 310 52

PME Grade 5 85 317 51 88 319 41


Statewide 211,492 321 53 200,629 320 52

PME Grade 6 93 324 46 86 328 56


Statewide 200,787 325 52 197,152 326 52

5 | P a g e

MATH 2016-17 2015-16

# of Students

Score %

Passed

# of Students

Score %

Passed

PME Grade 3 119 305 70 108 295 53


Statewide 228,683 302 62 220,771 301 61

PME Grade 4 118 309 50 87 309 54


Statewide 210,058 316 64 212,169 314 59

PME Grade 5 91 307 30 93 318 49


Statewide 213,943 323 57 202,701 322 55

PME Grade 6 94 323 53 86 321 49


Statewide 196,625 323 51 194,185 324 50

SCIENCE 2016-17 2015-16

# of Students

Score %

Passed

# of Students

Score %

Passed

PME Grade 5 90 199 52 94 200 54


Statewide 212,952 200 51 202,655 200 51

Write a 2-3 sentence summary explaining how the data above provides the rationale for your goals, barriers and action steps.

Port Malabar teachers and students work hard each and every day, although our test scores might not always reflect our efforts. We are

not happy that we are a “C” school, and we are willing to reflect and make changes where needed. We will continue to work hard to

build relationships with our students while preparing them with the skills needed to be College and Career Ready citizens.

Describe how your school ensures standards-aligned instruction is occurring in ELA, math and content areas. Describe the processes

in place to progress monitor instruction to ensure it is systematic, explicit and based on data. (Please limit to 250 words.)

Teachers and Coaches begin planning instruction with the standards and district pacing guides. Administrative walk-throughs ensure

that standards are documented in lesson plans and the instructional delivery of rigorous lessons occurs throughout the building.

Teachers use various district assessments and progress monitoring tools to track and monitor student progress. Data chats are held bi-

monthly to discuss grade level trends and individual concerns, using item analysis reports aligned to the standards. If concerns are

across all classes in the grade level, instructional coaches meet with the grade level team to help plan additional lessons and discuss

strategies for reteaching. If the data analysis reveals individual student concerns, strategies/tiered interventions may be suggested for

struggling students. Interventions are monitored and tweaked, based on student performance and recommendations by our MTSS team

(School Counselor, Title 1 Coordinator, Literacy Coach, School Psychologist, ESE Support Specialist, and Administration).

6 | P a g e

School-Based Goal: What can be done to improve instructional effectiveness?

Port Malabar Elementary will improve student learning and increase student

achievement in all grade levels by implementing research-based instructional

practices and increasing student engagement.

Strategies: Small number of action oriented staff performance objectives.

Barrier Action Steps to Overcome Barrier

Person Responsible

Timetable In-Process Measure

1. New Staff (new to Port Malabar)

1. Mentors and Instructional Coaches will provide Professional Development for previous SIP goals as needed. 2. New teachers will work with mentor teachers to implement strategies, reflect, and adjust instruction as needed.

1. Classroom Teachers 2. Instructional Coaches 3. Administration 4. Mentor Teachers 5. Title 1 Teachers

August 2017 - May 2018

1. Teacher feedback from surveys 2. Teacher lesson plans

2. Lack of full implementation of standards based lesson plans.

1. Mentoring/ Coaching/ Modeling to ensure implementation of standards-based lesson plans. 2. Teachers and Coaches will collaborate when planning lessons. 3. Teachers will receive feedback and adjust instruction as needed.

1. Classroom Teachers 2. Instructional Coaches 3. Administration 4. Mentor Teachers 5. Title 1 Teachers

August 2017- May 2018

1. Walk-through data 2. Teacher lesson plans 3. Peer review/ feedback forms

3. Teacher/Student relationships

1. Provide Professional Development supporting social emotional learning

1. Administration 2. Instructional Coaches 3.Title 1Teachers


1. Classroom/ School wide observation data 2. Character Education Lesson Plans

7 | P a g e

3. Teacher/Student relationships (continued)

2. School Counselor will provide Character Education lessons and classroom teachers will implement follow-up lessons.

4. Classroom Teachers 5. School Counselor

4. District-Aligned School-wide Emergency Plan

1. Emergency Planning Team wil develop school-wide plan. 2. Plan will be submitted to District for approval. 3. Emergency “Go Bags” will be developed and distributed to teachers, office staff, and first responders. 4. Staff will be trained on emergency procedures.

1. Emergency Planning Team

August 2017 – November 2017

1. Approved School-wide Emergency Plan 2. Visible use of Emergency “Go Bags” during all drills and emergency situations.

5. Student Engagement

1. Provide research based resources to engage all learning styles (i.e. Flocabulary, 4Mat system planning, Istation, hands on materials). 2. Teachers will utilize newly learned strategies to increase student engagement. 3. Teachers will continue using “Look-For” checklist created during 2016-2017 school year (see attachment). 4. Use the checklist to observe one another, provide

1. Administration 2. Instructional Coaches 3. Title 1 Teachers 4. Classroom and ESE Teachers


1. Evidence of resources utilized in teacher lesson plans 2. Classroom walk-throughs 3. Formal/Informal observation notes (See “Look-Fors” attachment)

8 | P a g e

feedback, and change instruction as needed.

6. Time in the school day

1. Teachers will encourage students to use supplemental instructional programs from home. (Istation, myOn, etc.) 2. Instructional Coaches will monitor home usage of supplemental programs and share information with administration and teachers. 3. Activity teachers, ESE teachers, and Title 1 teachers will support classroom instruction. 4. Computer Teacher will offer informational sessions for families who might need assistance with supplemental technology programs.

1. Classroom Teachers 2. Instructional Coaches 3. Administration 4. Title 1 Teachers 5. Activity Teachers 6. ESE Teachers

October 2017 - May 2018

1. K-6 Content Document 2. Teacher lesson plans 3. Walk-through data 4. Parent Involvement Sign-In sheets 5. Home Usage reports

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 your school.

Qualitative outcomes of professional practice will come from classroom observation data and teacher surveys. Administrators will

perform classroom walkthroughs on a regular basis, looking for evidence that professional development has impacted instructional

delivery, and student engagement. Administrators will see that 90% of all teacher lesson plans reflect research based practices that

support standards based instruction and student engagement.

Teachers will also be asked to complete the school-based survey again at the end of the year. Currently, 67% of teachers feel that their

students are engaged during whole group lessons and 78% of teachers feel that their students are engaged during small group lessons.

May 2018 Teacher Survey results will show that 85% of all teachers feel that their students are engaged during whole group and small

group lessons.

9 | P a g e

Quantitative outcomes of professional practice: Administrative walk through data in September of 2017 revealed that 78% of

students were engaged while participating in a lesson, monitored in a random, 2-minute time period in classrooms throughout the

building. After professional development and the implementation of engagement strategies, Administrative walk through data in May

of 2018 will show that 90% of students are engaged while participating in a lesson, monitored in a random, 2-minute time period in

classrooms throughout the building. (We will monitor engagement levels monthly throughout the year and share results with teachers.)

When analyzing Administrative IPPAS data in May of 2018, particularly looking at the instructional delivery of research-based

practices and student engagement, data collection will show a 5% increase in the percentage of Distinguished Teachers. Our expected

outcomes are noted in the data table below.

Expected IPPAS Dimension/Element Unsatisfactory Developing Proficient Distinguished

D3:E3- Applies varied instructional strategies and resources,

including technology as appropriate, to support student learning

0% 66% 34%

D3:E4- Delivers engaging, challenging and relevant lessons 0% 62% 38%

Qualitative and Quantitative Student Achievement Outcomes:

Qualitative Student Achievement Expectations:

Administrative walk through data in May of 2018 will show that 90% of students are engaged while participating in a lesson,

monitored in a random, 2-minute time period in classrooms throughout the building.

Quantitative Student Achievement Expectations:

Using State assessments, we will monitor student progression from one grade level to the next. We have listed our expected outcomes in

the tables below: (note diagonal progression)

ELA 2017-18 2016-17

# of Students

Score %

Passed

# of Students

Score %

Passed

PME Grade 3 75 119 309 72

BREVARD SCHOOL DISTRICT 5,608 306 65

Statewide 228,104 303 58

PME Grade 4 75 113 312 61


Statewide 207,646 312 56

PME Grade 5 64 85 317 51


Statewide 211,492 321 53

PME Grade 6 54 93 324 46


Statewide 200,787 325 52

10 | P a g e

MATH 2017-18 2016-17

# of Students

Score %

Passed

# of Students

Score %

Passed

PME Grade 3 73 119 305 70


Statewide 228,683 302 62

PME Grade 4 73 118 309 50


Statewide 210,058 316 64

PME Grade 5 53 91 307 30


Statewide 213,943 323 57

PME Grade 6 33 94 323 53


Statewide 196,625 323 51

SCIENCE 2017-18 2016-17

# of Students

Score %

Passed

# of Students

Score %

Passed

PME Grade 5 55 90 199 52


Statewide 212,952 200 51

11 | P a g e

Part 2: Support Systems for Student Achievement

(Federal, State, and District Mandates)

For the following areas, please write a brief narrative that includes the data from the year 2016-17 and a description

of changes you intend to incorporate to improve the data for the year 2017-18.

MTSS & EARLY WARNING SYSTEMS Please complete 1 – 4.

1. Describe your school’s data-based problem-solving process and school-based structures in place to address

MTSS implementation.

During weekly data meetings, the MTSS team (Administration, Literacy Coach, School Counselor, Title 1 Coordinator) meets with

grade level teams to track student progress and discuss current strategies/tiered interventions for struggling students. As we progress

through the MTSS process we will implement the IPST process if needed for individual students. These meetings will include

additional members of the MTSS team. The team will look closely at the areas of student need and select appropriate tiered

interventions. The team will monitor the progress of the intervention and request data from the staff member providing the

intervention to include the intervention strategy, how often the intervention was provided, and the measure of progress. The team will

use the data to determine the effectiveness of the intervention and make further decisions for the child based on student success and

rate of progress.

2. List below who monitors the Early Warning System and how often.

School Counselor monitors attendance, data shared with the MTSS team as needed during weekly “Data

Chat” meetings, Truancy Officers are notified when necessary

Assistant Principal monitors ISS and OSS, data shared with the MTSS team as needed during weekly

“Data Chat” meetings

Instructional Coaches and Title 1 Coordinator monitor Grade 3-6 Level 1 students and any K-3 students

identified as “below grade level” or “substantially deficient”, data is pulled and shared at weekly “Data

Chats” after each new assessment score becomes available (item analysis reports pulled and shared from

PM/Unify)

3. This section captures a snapshot of the total number of students exhibiting a respective indicator or set of

indicators during the 2016-17 school year. These data should be used as part of the needs assessment to

identify potential problem areas and inform the school’s planning and problem solving for 2017-18:

Fill in BLANKS with data from 2016-17 School Year - Number of Students

Grade Level K 1 2 3 4 5 6 Total

Attendance <90 36 47 26 40 36 32 28 245 1 or more ISS or OSS 6 2 3 5 6 3 3 28 Level 1 in ELA or

Math 21 26 37 26 110

Substantial Reading

Deficiency 18 27 21 66

2 or more indicators

14 9 10 7 7 8 8 63

4. 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).

Attendance:

Phone call home to families after the child’s 3rd absence.

School Counselor contacts family via phone and/or written communication after 5th absence.

12 | P a g e

Truancy Officer is notified after 9 absences.

Positive Recognition for good attendance.

Behaviors:

Every attempt is made to keep the child in school prior to out-of-school suspension.

School-wide behavior plan is in place.

Teachers receive professional development for building relationships with students.

Academic Deficiancies:

All Level 1 and Level 2 students receive intervention and progress is monitored during weekly “Data

Chat” meetings.

Progress Monitoring Plans are developed and shared with families for students K-6 who have been

identified with a Reading or Math deficiency.

PARENT AND FAMILY INVOLVEMENT: (Parent Survey Data must be referenced) Title I Schools may

use the Parent and Family Engagement Plan to meet the requirements of this section.

Consider the level of family and community involvement at your school and parent survey data collected.

Respond to the following questions. What are best practices that are strengths and how will they be

sustained? What are areas of weaknesses and how are they being addressed?

(Please see our Parent and Family Engagement Plan for additional information)

Reflection on our current Parent Involvement practices are ongoing throughout the year. We utilize our School-

Based Parent Survey, the District Parent Survey, SAC and PTO input from meetings, and finally, the exit slips from all

Parent Involvement events. Feedback on our events has generally always been very positive. We have a high attendance

rate at all of our events, with an average of about 350 people attending each time.

Historically, Port Malabar parents have expressed that they prefer evening events, but they would prefer them

later in the evening so that working parents can attend. As a result of this feedback, we have changed our hours for some

of our bigger events (i.e. Avoid the Summer Slide Workshop 5:00 pm – 7:30 pm). We have also asked our PTO to help

with food, as many parents expressed that it was difficult to attend these evenings and also make time for dinner.

Since the implementation of the new Florida Math Standards, Port Malabar has had an influx of parents requesting

help with the “new math” so that they can help their children at home. Because of this feedback, we have implemented a

Family Math Night, and have supplied parents with many educational resources throughout the year. Resources include

materials for families to use at home to reinforce student achievement. 3rd grade parents are provided with a set of

Multiplication Flash Cards, along with a list of activities to do with the flashcards to increase math fluency. Play & Take

Math activities have also been provided during Math Nights, as well as in our Parent Resource Center.

Lastly, communication seems to be a large area of concern, based on many of our Parent Surveys. As a result, we

have implemented text-messaging through Blackboard Connect to all families. We have also ensured that our website

stays more current. We have worked to better communicate assessment data to parents (i.e. sending home the FAIR

Parent letter), as well as more information on Florida Standards taught in each grade level. Finally, we have held trainings

with teachers on how to better communicate with parents.

STUDENT TRANSITION AND READINESS

PreK-12 TRANSITION This section used to meet requirements of 20 U.S.C 6314(b)(1)(g).

Describe the strategies the school employs to support incoming and outgoing cohorts of students in

transition from one school level to another.

Inclusion of area daycares in all Family Involvement events

Kindergarten Orientation in the Spring (all local daycares invited)

Inclusion of on-campus HeadStart Program in school-wide events and teacher collaboration

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

13 | P a g e

Partnership/Communication with feeder Middle Schools

Coordination of programs with Middle Schools (i.e. school visits, communicating information to parents, etc.)

brevard public schools school improvement plan 2017-2018...build principal capacity to develop and...

Documents