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shBrevard Public Schools

School Improvement Plan

2018 -2019 Superintendent: Asst. Supt. of Leading and Learning:

Principal Supervisor: Name of School:

Principal: SAC Chairperson:

School Grade History 2017-18: C 2016-17: D 2015-16: C

Mission Statement: (Revisited 8/2017)

To empower students with a love for learning in a safe and caring learning environment.

Vision Statement: (Revised 8/2017)

All students making a year’s worth of learning gains in a year’s worth of time.

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

In the Spring of 2018, all instructional staff and members of the School Advisory Council were involved in a

review of the current year’s School Improvement Plan (SIP). They identified strategies to continue and strategies

to retire. A team of teachers gathered in the summer to combine this information, with input from parent survey,

Insight Survey and student performance data to identify barriers and align strategic steps to overcome barriers.

These very specific goals and steps were shared with staff during preplanning and with School Advisory Council

in August for additional input. Once finalized, SIP will be shared with all stakeholders via website, through SAC,

Open House and a hard copy in the front office.

Brevard Public Schools

Dr. Carol Mela

Ana Diaz

University Park Elementary

Theresa Nicolette

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

Dr. Mark Mullins K. Jane Cline

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School Improvement Plan

2018-2019

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?

The instructional staff at University Park Elementary have established professional processes for collaborative planning, Response to Intervention, Positive Behavior Support and data-driven decisions. Additional professional development opportunities are embedded into these processes. Although the structures for these processes have been in place for years, we are beginning to recognize how they are making an impact on the school’s culture of learning and continuous improvement mindset. Last year’s SIP focused on acquiring materials more closely aligned to the standards and this proved to be a successful step in the right direction. The school was able to move from the Lowest 300 in the area of ELA in the state of Florida and moved from a school grade of D to a C. During observations, it is evident that the great planning and training are not consistently transferred to the lesson delivery. It is a concern that teachers often revert to activities they enjoy and lose focus on teaching to the full intent of the standards. It is also a concern that ESE teachers are not providing adequate access to standards to our ESE students. We have created a team that will work closely to update our BPIE and the team will reference the SIP and this data to create a new BPIE. The January 2018 Insight Survey indicated that 76% of teachers believe that “teachers at our school share a common vision of what effective teaching looks like.” Although that is up by 6% for the school, there is still a 16% gap between the school and those schools in the top quartile. The gap increases to 17% when we look a little deeper at the response to the question “there are teachers at my school who set an example for me of what highly effective teaching looks like in practice. Although 78% responded favorably to this statement at the school level, it is not a match for the 95% in top quartile schools. This creates an opportunity for us to make a concerted effort to clarify the vision for excellent instruction for our teachers, support them in achieving that with observation feedback, opportunities to observe each other and professional development that is targeted in the areas of focus. What are the areas of successful student achievement and what data shows evidence of improvements?

What are the concerns with student achievement? Specify subgroups that represent concerns. Provide data to support concerns.

The areas of successful student achievement are as follows: ELA Proficiency from 36% in 2017 to 47% in 2018. ELA Learning Gains from 42% in 2017 to 57% in 2018. ELA Learning Gains for the Lowest 25% in 2017 from 29% to 32% in 2018. Math Proficiency went up from 43% in 2017 to 44% in 2018. Math Learning Gains increased from 47% in 2017 to 50% in 2018. Science Proficiency increased from 29% in 2017 to 32% in 2018. The 2016-2017 BPIE results indicated that short and long-term efforts to implement and improve inclusive educational practices, as measured by the BPIE were NOT YET included in the SIP. The areas of concerns with student achievement are as follows: Math Gains for the Lowest 25% decreased from 40% in 2017 to 38% in 2018 When we look at the data a little deeper, it is very evident that our ESE students are not making annual learning gains and are heavily represented among the Lowest 25% Although, the areas of success are movement in the right direction, all proficiency levels are below 50%, which clearly tells us there is still a lot of work to be done for all students There is a need for families to be included in the decision making process for ESE students and for steps in the SIP to specifically address precise efforts towards 80% inclusion

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

Goal 1(G1): Provide quality social emotional support to all students. Goal 2(G2): Provide high quality standards-aligned instruction to all students.

Strategies: Small number of action oriented staff performance objectives.

Goal 1 Barriers:

Barrier Action Steps to Overcome Barrier

Person Responsible

Timetable In-Process Measure

1. Need for staff

to become

familiar with

research on the

effects of stress

and trauma and

strategies for

coping with

difficult people

A. Teachers will

participate in

poverty simulation

training.

B. Teachers will

participate in Youth

Mental Health First

Aid Training C. Teachers will

Administration

Administration Michelle Bonney

February 2019 September – October, 2018 November 2018

Exit Tickets and tasks completion during training Exit Tickets and tasks completion during training Exit Tickets and

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

The data above tell us we need to continue to refine the steps and strategies we adopted last year as they are taking us in the correct direction. When comparing achievement data to other data, we found that many of our students who are not making adequate gains also have a chronic attendance issue and/or more than 5 discipline referrals for the school year or experiencing some type of crisis. At University Park Elementary, it is imperative that we provide quality social emotional support, while simultaneously offering high quality standards-aligned instruction to all students.

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.)

At University Park Elementary, teachers plan together with their grade level team quarterly to create a standard focus calendar for the coming nine weeks. A substitute is provided for half the day for each teacher. Instructional coaches are present to guide and facilitate the process. Every week, the grade level teachers meet again to plan weekly lessons with a team facilitator for one hour and 45 minutes after school. The facilitators were trained by the instructional coaches and were provided with a planning structure. Teachers also meet with coaches during weekly Strategy Action Meetings (SAMs) to review student data, study work samples and make instructional decisions. Instructional Coaches model lessons, provide professional development and side by side coaching. Additionally, they meet with administration to discuss patterns, make decisions for future professional development, and follow up with all teachers, small groups or individuals. Administration provides observation with feedback to teachers in the areas of focus. Administration secures funding and resources to ensure teachers have the tools necessary for success. This year, to further refine our focus on teaching to the standards, we are working on creating Focus Boards in the area of ELA and we have adopted iReady to ensure all of students have data that are comparable to their peers in the district. If they are not here and they are not ready to learn, we cannot teach them. Therefore, we have created very rigorous plans to address students’ social emotional needs as well as student attendance.

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and stressful

situations

participate in Zones of Regulation training in which the students will learn skills which consciously regulate their actions, which in turn leads to increased control and problem solving abilities-Tier 2 Support

D. Teachers will participate in 7 Habits of highly effective people to build highly effective practices

E. Teachers will participate in Sanford Harmony training to help build healthy relationships in the classroom-Tier 1

F. Teachers will

participate in

Mindfulness training

where they will learn

skills and techniques

to distress-Tier 2/3

G. Techers will

participate in

monthly activities

related to growth

mindset

District Resource Teacher and Admin

Admin and resource teacher from Sanford Harmony

Guidance Counselor and Admin

Literacy Coach

July 2018 August 2018 August

tasks completion during training Exit Tickets and tasks completion during training Exit Tickets and tasks completion during training Exit Tickets and tasks completion during training

2. Teachers need strategies to support students’ social emotional needs in order to keep students in the classroom for high-quality instruction.

A. Teachers will

implement fair and

consistent rules,

procedures and

routines in the

classrooms that

follow our Positive

Behavior Support

plan.

B. Teachers implement

strategies from Zones

of Regulation in the

classroom, which will

allow students to

regulate their actions

All Teachers All Teachers

Throughout the school year Throughout the school year

Observations and feedback notes from classroom walkthroughs Observations and feedback notes from classroom walkthroughs

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and distress to a calm

state in the classroom.

C. Teachers will

establish a redirection

area/safe place in the

classroom from

Zones of Regulation

Mindfulness trainings

D. Teachers will

establish a procedure

with the guidance

counselor to

coordinate Check In /

Check Out procedure

from the Mindfulness

training for students

not responding to

Tier 1 Plan. E. Teachers will create

Tier 2 Behavior Plans for students not responding to Tier 1 Plan.

F. Teachers will implement Character Building Block utilizing Sanford Harmony at the start of the school day- Tier 1

Teachers and Guidance Teachers and Guidance Teacher, Guidance, MTSS Facilitator Teachers

Throughout the school year Throughout the school year Throughout the school year as needed

Throughout the

school year

Observations and feedback notes from classroom walkthroughs Check In /Check Out logs Informal Behavior Plan and Behavior Tracking Forms Classroom walkthroughs

3. Staff needs to connect families to community resources in an expeditious manner

A. Create a

communication

protocol and provide

training to staff on

positive and proactive

communication with

parents.

B. Provide four Parent

Information Nights

with very targeted

topics: Attendance

Matters, Supporting

Literacy at Home,

Understanding

Eureka Math, Hands-

On Science.

Administration, Counselor, Social worker, Teacher on Assignment, Teachers, Title I Coordinator Admin, Title I Coordinator, Counselor, Instructional coaches, Teachers

Throughout the school year Throughout the school year

Notes from meetings, Newsletter, Conference notes Flyers, Title I night agenda, Attendance detail reports

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C. Implement mentoring

program and

Community Stars

Baseball Cards

initiative to connect

families and students

to positive role

models. D. Connect families with

District and

Community

Resources by the

social worker

Admin and Community members Social Worker

Throughout the school year Throughout the school year

Videos , Baseball Cards, Student Mentoring Logs District and community resources lists

Goal 2: To offer high quality standards aligned instruction to all students

Barrier Action Steps to

Overcome Barrier Person

Responsible Timetable In-Process

Measure 1. Need for

Cohesive and Common Vision with a focus on excellence in instruction

A. Train staff on the

district vision of

excellence in

instruction.

B. Train staff on

expectations for

designing the

configuration

board in the

classroom.

C. Design

collaborative

planning

structure with

focus on Tier 1

instruction

D. Implement the

structure during

Collaborative

planning day

every week with

grade level

facilitators and

coaches

Administration, Literacy Coach DA team, Administration and Instructional Coach Instructional Coaches Grade Level Facilitator and Coaches

August 2018 August 2018 August 2018 Every Tuesday during collaborative planning for 2018-2019 school year

Exit Slip and District Vision Template

Exit Slips and

Configuration

Board Design

Collaborative

planning structure,

Weekly agendas,

Lesson plans

Lesson Plans,

agendas

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E. Embedded vision

into all training

and collaborative

planning, and

SAMs

F. Classroom

observation and

feedback

(coaching cycle)

Instructional Coaches Instructional Coaches, Admin

August 2018- May 2019 August 2018- May 2019

Exit Slips

Coaching cycle

feedback forms

2. Need for better

understanding

Multi-Tier

Support System

and interventions

A. Establish MTSS

network to

include school-

based, district,

and community

leaders

B. Train teachers in

Framework,

process, and

utilizing

resources

C. Restructure

LLI/RtI block

D. Establish a

process/structure

for identifying

new students to

University Park

Elementary

E. Train teachers on

i-Ready

F. Monitor progress

learning growth

Administration, MTSS Facilitator, ESE specialist and resource teachers MTSS Facilitator, Literacy Coach and Admin Literacy Coach and Admin Clerk, MTSS facilitator and Teacher on Assignment Literacy Coach Literacy Coach and Teachers

August 2018 August 2018 Ongoing August 2018 August , September 2018 Ongoing

MTSS forms and meeting notes Exit Slips, iReady, Student work samples RTI schedule

Meeting notes and

Design of the

structure

Meeting notes

iReady Reports,

OPMs

3. Lack of school

wide writing

structure

A. Provide training

on TEE (Topic,

Evidence,

Elaborate)

paragraph

B. Embed writing

task using TEE

(1 per month)

C. Provide training

to teachers on

Literacy Coach Teachers Literacy Coach

September Ongoing September

Exit Slip and TEE Structure Student work Training notes and rubric

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rubric with

anchor papers.

D. Coach students

to use rubric to

self-assess and

edit their own

work

E. Teachers will

cross-grade

writing during

planning time

F. Calibrate student

work

G. Students’ work

will be displayed

around school

and community.

Teachers and Coach Teachers Teachers Teachers

September Ongoing Ongoing Ongoing

Student work Student writing pieces Student work

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 because of school improvement planning.

Qualitative:

In the 2018 Insight Survey, teachers who believe that our school is committed to improving instructional

practices will increase by at least 5%.

Quantitative:

By May 2019, the Insight Survey data will show an increase from 7.4 to 8.0 in the area of Evaluation.

By May 2019, 100% of classrooms will have a focus board that is student-centered and interactive.

By May 2019:

Teachers will be using standards focused boards to help students understand the targeted learning and how they

will be expected to show understanding.

Teachers will also be engaged in teaching writing and scoring with teacher created rubric grades K-3 and FSA

rubric in grades 4-6.

Teachers will utilize Sanford Harmony and Zones of Regulation to help students get back to a calm state and stay

in class.

Qualitative and Quantitative Student Achievement Outcomes:

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Qualitative:

By May 2019:

Students will be utilizing i-Ready and increasing the passing rate.

Students will be writing to show understanding of what they have read.

Students will be utilizing strategies to return to calm state and focus on learning.

Quantitative:

Based on FSA student achievement data, Attendance Data and Discipline data for 2017-2018

Some of the goals for 2018-2019

FSA Scores:

Pro

fici

ency

2017-2

018

FS

A P

oin

ts

Targ

et P

rofi

cien

cy

2018-2

019

FS

A P

oin

ts

Lea

rnin

g G

ain

s(L

.G)

2017-2

018

Targ

et L

earn

ing

Gain

s(L

.G)

2018-2

019

Low

est

25%

L.G

2017-2

018

Targ

et L

ow

est

25 %

L.G

2018-2

019

ELA 47 55 57 66 32 42

MATH 44 55 50 70 38 48

SCIENCE 32 42

Total

Points 300 / 700 378 / 700

Grade C B

Goals for 2018-2019

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 2017-18 and a description

of changes you intend to incorporate to improve the data for the year 2018-19.

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MTSS & EARLY WARNING SYSTEMS Please complete 1 – 4.

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

MTSS implementation.

University Park utilizes a data driven approach to identify students in need of academic and behavioral supports.

School administration collects and analyzes student achievement data to identify school wide goals and

application of school resources. Child Study Teams are organized with classroom and grade level teachers,

administrators and IPST team members. Student academic and behavioral data are collected and analyzed from

a variety of sources such as FSA,iReady and District Assessments. Tier I, II and III academic and behavioral

supports are provided to students through small groups reading instruction at the level of the child, Title I and

Exceptional Education Programs, iReady , Academic Support Program and Positive Behavior Support. Parents

are invited to Individual Problem Solving Team meetings for discussions on students in Tier III.

University Park's school based Multi-Tiered System of Support is a problem solving process that is evidenced

based, supported by data collection, and monitoring. It is characterized by the integration of both academics and

behavioral interventions. The MTSS process is a continuum of support reflecting the needs of the students at

varying levels of intensity. The school based leadership team monitors the trends and patterns of the data on a

continual basis. They meet with teachers to analyze and evaluate the core instruction weekly. The team

discusses the trends and patterns of the data and problem solves accordingly.

Students who need additional support beyond the core are supported with Tier 2 interventions, which are

provided by highly qualified teachers in a small group setting using researched based intervention programs

and monitored to document student progress through those programs. Tier 2 interventions are 30 minutes daily

beyond the 90-minute reading block, and progress monitored every three weeks.

Any student, who continues to show a deficit, or learning difficulty, receives Tier 3 interventions, which is an

additional 30 minutes of instruction, taught by a highly qualified teacher in a small group with no more than

three students. These groups are monitored and the data are brought to the IPST team for consideration of

additional services from the ESE specialists.

The behavior aspects of the MTSS plan are also monitored and supported by the schools Positive Behavior

Support system team. The PBS team meets on a regular schedule to review data and look for patterns and

trends. The multi-tiered system is also employed to analyze and support behavioral concerns.

The MTSS system is utilized at University Park to achieve and support the School Improvement Plan goals and

to increase student achievement.

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

Using data gathered from Performance Matters, Cumulative Folder Checklist, and teacher data checklists,

students are identified during Weekly Data Chats that fall into any of the listed indicators.

1) Attendance rate below 90%.

2) One or more suspensions.

3) Failing grades in English Language Arts or Mathematics.

4) A Level 1 score on the statewide assessments in English Language Arts and Mathematics.

5)Previous Retention

All students are identified and are being closely monitored by classroom teachers and the MTSS team which

comprised of MTSS Facilitator, Principal, Assistant Principal, ESE Support Specialist, Guidance Counselor,

Social Worker, Speech and Language Pathologist, Instructional Coaches, ESE Resource teachers, classroom

teachers.

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

indicators during the 2017-18 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 2018-19:

Fill in BLANKS with data from 2017-18 School Year - Number of Students

Grade Level K 1 2 3 4 5 6 Total

Attendance <90 26 32 18 25 28 17 26 172 1 or more ISS or OSS 5 0 7 6 3 7 7 35 Level 1 in ELA 21 21 20 19 81 Substantial Reading

Deficiency 17 16 12 45

2 or more indicators

1 0 1 0 7 4 4 17

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).

PMP's are developed for each student that has been identified as below grade level or has a previous

retention.

Academic Support Program and Title I funding has been utilized to employ teaching staff to support Tier II

and Tier III Instruction in Reading and Math throughout the school day.

Goal Counseling has been added to the Positive Behavioral Support plan to assist in student motivation with

their academics.

A walk to intervention model is employed in each grade level to meet the needs of students who are below

level in reading. Classroom, Title I, ESOL, and ESE teachers and assistants work with small differentiated

groups to provide support.

Positive Behavioral Support strategies are implemented school-wide in an effort to reduce in-school and out-

of-school suspensions as well as to improve attendance rates. An Attendance plan is created to reduce truancy

rate

Positive school-wide incentives are in place to reward and encourage student attendance, both on a classroom

and an individual level. Panda Bucks are utilized to reward students that are both in uniform and seated in

their classroom at the start of school. Sanford Harmony is implemented school-wide in an effort to reduce in-

school behavior.

For monitoring attendance for unexcused absences (truancy), the school has created an attendance plan which

will be monitored closely by the front office clerk, guidance counselor, teacher on assignment and social

worker.

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PARENT AND FAMILY ENGAGEMENT: (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?

Feedback reviewed from Title 1 Family Nights indicated that the majority of parents enjoyed attending the

events and felt that the hands-on experiences were meaningful. Parents are interested to access academic

resources available for use at home. We utilize incentives as a part of our Positive Behavior Support system

(P.B.S) to reward students for their active participation in Title 1 events. We feel this will provide additional

motivation for families to attend after school events with their child. Our guidance counselor and literacy

coach will work to establish meaningful parent meetings to assist parents who request specific information

related to community resources, curriculum and behavior. Parents have been provided with multiple

opportunities to sign up for Edline and there will be a information send home for the new FOCUS website to

parents In order to fill the void experienced by many students, University Park will be continuing its relationship with the Children’s Hunger Project and its generous donors to provide weekend food for students in need. Students in the “Backpack Club,” will receive a package of nutritious meals for the weekend. The goal of the “Backpack Club” will begin with providing meals for students in Transition and Families in need and will grow to building capacity for community leadership and involvement by inspiring our youth.

For community involvement we have a Partners in Education contact. The contact actively seeks business

partners with common interests to join with University Park to support students and the community. She was

named the PIE Coordinator of the Year by Brevard Public Schools. We have a long-standing relationship

with Florida Institute of Technology. Together, we find ways to have mentors, volunteers, and service

projects. The First United Methodist Church has also supported University Park for several years. They

provided mentors and classroom volunteers for all grades. Several local businesses support University Park

through donations at family nights in their establishments including; McDonalds, Chik-fil-A, Domino’s

Pizza, Chuck E. Cheese. Community Credit Union, Marco’s Pizza, SkyZone, and Andretti's Thrill Park

provide teacher and student incentives to help support both behavioral and academic programs. Last year, the

principal held a Call to Action Meeting in October to inform the community of school status and how they

can become involved. This meeting was attended by close to 50 faith-based, business partners and

community leaders. Because of this call, the school experienced a level of support that is unmatched. Almost

40 classrooms were painted, areas were refurbished, gardening and beautification of the campus occurred and

over $100,000 of funds was donated for this project. We received funding for safety initiatives as well as to

support field trips and teacher and student recognition. This year, the principal will meet with business

partners, community and government agencies, as well as faith-based leaders in order inform them of the

State of the School, thank them for their involvement and encourage them to join us in our effort to improve

services for our students.

Our complete plan can be found in our Title I Parent and Family Engagement Plan.

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. (e.g. incoming kindergartners, outgoing 6th graders)

University Park appoints student ambassadors to each grade level to assist new students with transition to the

school’s procedures and rules.

Our school hosts a ‘Back to School Open House” in August, which enables our students and their families to

meet the teachers, visit classrooms, and learn about classroom expectations. To support our families, our

business partner provides all students with free backpacks during registration.

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The Assistant Principal of University Park works closely with the Assistant Principal of Stone Middle School

in order to assist our students with the transition to seventh grade. They work together to ensure student

schedules are completed accurately and share information with the students concerning the various electives

so that they may make informed decisions.

Families are informed about middle school information nights via blackboard.

Our school hosts a “Kindergarten Round Up” each year in April to inform parents of kindergarten

expectations and procedures and assist with completing registration paperwork.

Pre-school teachers complete home visits during pre-planning week, and they talk to parents about VPK

expectations for the year.