Brevard Public SchoolsSchool Improvement Plan

2015 – 2016

Name of School: Area:

Principal: Area Superintendent:

SAC Chairperson:

Superintendent: Dr. Desmond Blackburn

Mission Statement: Our mission is a Quest for educational excellence in a nurturing 21st century environment that promotes exemplary character, independent thinking, and a desire for lifelong learning.

Vision Statement: A collaborative learning community on a journey to reach its highest potential.

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

In alignment with the District Strategic Plan, the process of development and monitoring of the School Improvement Plan involved all stakeholders.  Additionally, Quest’s SIP aligns with the District Strategic Plan by aligning goals on student achievement, safe and productive learning environment, and hiring and maintaining a capable and engaged work force. It began with attending district training by administrators and a teacher leader in July.  After working collaboratively to create a first draft, it was then presented to Quest’s Power Team for feedback and revisions. After this stage, the SIP draft was presented to the entire faculty and the School Advisory Council within the first month of school for feedback. Once input was gathered and the plan modified accordingly, it was taken to the SAC for final approval.  The final plan was then copied and presented to the faculty. The SIP is then revisited by all stakeholders monthly through SAC meetings, faculty meetings, and through the Quest’s Power Team meetings. The SIP is continuously modified throughout the year to meet the ever shifting needs of the school.

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Quest Elementary Central Area

Elia Lea Jane Cline

Beth Conti

Brevard Public SchoolsSchool Improvement Plan

2015-2016

Part 1: Planning for Student Achievement

RATIONALE – Continuous Improvement Cycle Process Data Analysis from multiple data sources:

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

What are the areas of successful student achievements and what data shows evidence of improvements? What are the concerns with student achievements and how are they revealed to the data?What other areas of strength or opportunity are revealed in data from leading indicators?

Quest Elementary continues to analyze data from multiple sources to inform the school improvement process. Multiple year trend data from FCAT suggests that the percentage of the lowest 25% making learning gains in reading showed an upward trend, increasing 20 percentage points from 2012 to 2013. Students scored 71% in 2012-13 and 91% in 2013-14. Positive results can also be witnessed in math for the lowest 25% population, increasing 11 percentage points over three years. Quest students outperform the district average in this area by 18.3%. The faculty and staff at Quest believe that through the use of exemplary practices, differentiated instruction, and the regular implementation of RtI has provided this increase in student achievement for the lowest 25% student population.

Conversely, Quest declined in the percentage of students meeting high standards in writing by 5% from the 2013 school year to 2014. A decrease in the percentage of students scoring a Level 3 or higher can be seen in reading and math on the 2014 FCAT across three grade levels. 3rd grade students decreased from 84% scoring a level 3 or higher on Reading FCAT 2013 to 82% in 2014, and 4th and 5th grade students decreased 1 percentage point. Similar results are identified on the Math FCAT, with 5th and 6th grade students who scored a Level 3 or higher dropping by 1 percentage point, and 4th grade students declining by 2%. Interestingly enough, this downward trend continued on the 2015 administration of Science FCAT, with the 5th grade students demonstrating a 10 percentage point decrease. Lastly, the percentage of the lowest 25% population making learning gains in math dropped by 3% from 2013 to 2014.

3 YEAR FCAT TREND DATA

Reading % of students scoring level 3 or higher

Math % of students scoring level 3 or higher in

math

5th Grade Science% of students scoring level 3 or higher

Grade Level 2012 2013 2014 Grade

Level 2012 2013 2014 2012 2013 2014 2015 (FSA)

3rd 78 84 82 3rd 82 81 81 NA NA NA NA4th 88 87 86 4th 87 85 83 NA NA NA NA5th 84 84 83 5th 67 84 83 73 82 85 75

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6th 91 81 81 6th 93 87 86 NA NA NA NA

HistoricalDataTimeline

Lev 3-5 Reading

Lev 3-5Math

MeetingWritingHigh St.

Lev 3-5Science

LearningGains Reading

LearningGainsMath

L25%LGReading

L25%LGMath

TotalPoints

SchoolGrade

District ranking

2011-12 86 82 98 73 81 80 77 77 654 A 10th2012-13 84 84 93 82 78 82 71 91 665 A 7th2013-14 86 85 88 85 82 88 91 88 693 A 3rd2014-15 NA NA NA 75 NA NA NA NA NA NA NA

On the Florida Assessment for Instruction in Reading (FAIR), Quest students show a general decrease in Probability of Literary Success (PLS) scores in looking at three year trend data. Although students in kindergarten through second grade did not participate in FAIR during the 2014-2015 school year, those students demonstrating the probability of reading success by achieving a score of 85% or higher decreased from 2013 to 2014. First grade students saw a 7% decrease in the percentage of students meeting PLS baselines, and second grade students saw a 34% decrease in students meeting PLS. This same trend can be witnessed in the intermediate grades. This past school year, there was an 18% decrease seen in 4th grade students meeting PLS baselines, a 6% decrease in 5th grade students meeting PLS, and a 10% decline in 6th grade students. The only grade level to see an increase in PLS scores was 3rd grade, who showed a 24% increase.

FAIR DATA

Probability of Reading Success

2013Assessment Period 3

2014Assessment Period 3

2015Assessment Period 3

K NA 84% NA

1st 89% 82% NA

2nd 77% 43% NA

FCAT Success Probability 2013 2014 20153rd 56% 53% 77%

4th 41% 77% 59%

5th 72% 78% 72%

6th 76% 71% 61%

On the 2013-2014 FCAT, Quest Elementary students scored higher than 99.4% of students enrolled in public education statewide. Quest ranked 3rd in the district and 10th in the state out of 1807 elementary schools. While this is an achievement that makes the faculty and staff very proud, comparing this data to other schools within the state of Florida with similar student populations shows that there are some areas in which we underperform our like cohorts. Although, Quest students outperform the district averages in every category listed, when compared to schools with similar makeup of student population, opportunities for growth are evident. The area of greatest concern is in the percentage of students meeting high standards in all subjects. Those students meeting high standards in reading and math have increased minimally over the past three years, but show that Quest students fall behind in comparison to cohort schools. Those students meeting high standards in writing have steadily decreased over the past three years, showing a 5% decrease from 2012 to 2013 (dropping from 98% to 93%), and another 5% decrease from 2013 to 2014 (dropping from 93% to 88%). Science FCAT scores from the 2014-2015 school year show a decrease of 10 % in the number of students meeting high standards, dropping from 85% in 2014 to 75% in 2015. While great progress has been made to increase the scores of the bottom 25% student population over the past several years, those students scoring a Level 3 or higher has either increased minimally or decreased steadily, as witnessed by writing and science scores, over the past three years. In comparing Quest’s

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results to schools with similar student populations, it is apparent that placing an increased focus on those students scoring a Level 3 or higher would positively impact student achievement.

According to the EDI survey conducted during the 2014-2015 school year, 95% of the teachers responded that they felt Quest is committed to improving instructional practices related to growth in implementation of differentiated instruction. 92% of the teachers responded that they have learned new skills to implement immediately in the classroom. Differentiation by process, content, and product has become part of the culture at Quest Elementary.

Through the utilization of administrative and peer observations, walk through data, and assessing academic engagement, and review of lesson plans, it was determined that there was need for support in quality lesson planning along with ongoing data analysis to determine instructional priorities and attendance to the rigor of the standard.

Analysis of Current Practices: Describe action steps that have become non-negotiable, things that you will continue doing.

Collaborative teams will be implemented as we continue toward the utilization of a Professional Learning Community culture at Quest. Collaborative Team Leaders are assigned to each team and meet monthly as a leadership team to discuss collaborative efforts and professional growth toward School Improvement goals. In previous years it was our focus to work on creating a collaborative learning culture by establishing trust, setting norms, and learning about the open dialog that is needed for successful implementation of collaborative work. Through the disaggregation of data and administrative observation, it was determined that our focus this year will be on the continuation of building a collaborative culture, as well as,  having a laser-like focus on the rigor and encouraging collegial discussions regarding the implementation of school initiatives.

The Quest Individual Problem Solving Team (IPST) continues to meet on a weekly basis in order to identify students and to determine the level of individual service needs. Students who have not responded to the Multi-Tiered System of Support (MTSS) process or who obtain an Individualized Education Plan are reviewed and discussed. The IPST works collaboratively to set up appropriate testing and to establish possible ESE or 504 placements.

Quest continues to be a leader in the use of technology. Quest has a Technology Team that meets at least once a month to discuss professional development ideas to support the teachers with the use of newly acquired 21st century classroom technology. The team also focuses on ways to integrate technology across all curriculum areas. The Technology Team collaborates constantly to write varying grants for technology and has reached out to Quest’s PTO and stakeholders for support. Additionally, Quest currently has an iPad in every classroom for student use. We have an iPad committee that meets monthly to discuss and share ideas regarding the student use of iPads, as well as, the most current and effective educational apps available. Quest currently has four computer labs with state of the art all-in-one stations. These labs are available for all teachers to utilize with students for projects and special assignments that apply technology. Quest also integrates the use of eBeams (interactive white boards) into daily instruction. There are eBeams across all grade levels and activity classes throughout the school. Quest offers multiple professional development opportunities throughout the school year. These opportunities include LaunchPad training and Performance Matters training. Quest was awarded the Accomplishment Through Technology and Innovation Award (ATTAIN) for the 2012-2015 school year. Quest is currently in the process of applying to renew the ATTAIN award, as well as, applying for the Digital Classroom Plan (DCCP) Grant.

Currently in the classroom, teachers have received professional development on the integration and implementation of research based exemplary practices including; extended thinking strategies, summarizing, vocabulary in context, advance organizers, and non-verbal representations. All instructional staff mastered one or more of the research based exemplary practices and are currently in the process of acquiring more skills and

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incorporating exemplary practices into all lessons. Research based exemplary practices, with an emphasis on writing and speaking across all content areas, have become part of the school culture at Quest Elementary.

Quest’s School Improvement Plan for the 2014-2015 school year focused on the use of differentiated lessons by content, process, and product. As a school, this was a primary focus for professional development over the last three years, with the majority of teachers meeting or exceeding schoolwide expectations. This will continue to be implemented with fidelity to meet the learning demands of the student body.

Quest continues to promote 21st century learning for students. Teachers are encouraged to utilize 21st century techniques and ideas on projects and class work. Administration models the use of collaborative teams and 21st century ideals to establish the concept and demonstrate the importance of working in this way. Administration will continue to model expectations, as well as, provide multiple professional development opportunities to faculty and staff to strengthen their knowledge base on 21st century skills.

Best Practice: Based on research, as it relates to the data analysis above, what should be best practices in the class room?

In Rigor is NOT a Four-Letter Word, Barbara Blackburn defined rigor as “creating an environment in which each student is expected to learn at high levels, each student is supported so that he or she can learn at high levels, and each student demonstrates learning at high levels.” (Blackburn, 2008, p.1). The faculty and staff at Quest Elementary support this belief, and this can be seen in some of what has been implemented in the last few years. Recent attempts to include summarizing, differentiated instruction, higher order questioning, essential questions and lesson objectives, Max Thompson High Yield Strategies, technology integration, and extended thinking strategies are all among some of the methods used by teaching staff to increase student achievement and academic rigor. The use of these high yield strategies will continue with more fidelity in classrooms across the school. As a faculty, we understand that real rigor is the result of weaving together all elements of schooling to improve the achievement and learning of every student (Blackburn, 2008, p.1). We are committed to our efforts to increase the rigor in order to successfully achieve this goal.

In order to increase the academic rigor in classrooms schoolwide, there must be a commitment to standards-based instruction that is taught to the full extent of each standard. One of the most significant factors that impacts student achievement is that teachers commit to implementing a guaranteed and viable curriculum to ensure no matter who teaches a given class, the curriculum will address certain essential content.  For learning to be effective, clear targets in terms of information and skills must be established. (Marzano, 2003). This research supports the use of Understanding by Design (UbD), by Wiggins and McTighe as a planning tool for teachers. With this approach that has been adopted by the Brevard School District for the 2015-2016 school year, purposeful planning takes into account the essential understandings and the uncovering of content material that allows students to not merely learn information for short-term knowledge, but transfer understandings into new situations and across content areas. Students build on their understanding through highly engaging and rigorous classroom activities and display transfer of learning through engaging and rigorous performance tasks. Quest Elementary will place a primary focus on Stage 1 & 2 of the Understanding by Design process this school year. By the end of the 2015-2016 school year, it is our hope that all teachers will feel comfortable in designing lessons using this backward design approach.

Quality planning can only take students so far. Along with this strategy must come ongoing data analysis to determine instructional priorities and needs. According to Rick and Becky Dufour (2010), if we believe all kids can learn, we should be asking these four questions:

1. What is it we expect them to learn?2. How will we know when they have learned it?3. How will we respond when they don’t learn?4. How will we respond when they already know it?

The first criteria will be met through the use of UbD as our school focuses on Stage 1 this school year. Regular and 5 | P a g e

systematic ongoing assessment will be utilized to inform instruction and serve as data for those students requiring MTSS through both Tier 2 and Tier 3 intervention strategies as well as enrichment activities for those successfully showing mastery. This will allow the faculty at Quest to successfully meet the four criteria suggested by Dufour to achieve academic success.

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

All teachers at Quest Elementary will increase the instructional rigor through the use of Florida Standards and collaborative team planning.

Strategies: Small number of action oriented staff performance objectives.Barrier Action Steps Person

ResponsibleTimetable Budget In-Process

Measure1. Instructional staff needs more opportunities to recognize, design, and deliver standards-based lessons with rigor.

1. Provide site-based professional development to all staff based on the Florida Standards through content experts and teacher leaders.

2.Allow for collaborative planning time for teachers to plan standards-based instruction to ensure alignment and rigor.

3. Verify rigor and alignment in standards through administrative reviews of lesson plans and classroom walkthroughs .

4. Administration to meet with collaborative teams once a month during planning process to ensure fidelity to school goals.

5. Utilize resources such as VIPS, IPPAS rubrics, CPALMS, and Teaching Channel to view and discuss rigorous lessons aligned to state standards.

6. Arrange for teachers to visit classrooms to

Administration, Collaborative Teams, Power Group, Peer Mentors

August -May Development of instructional staff trainings during various faculty and team meetings

Collaborative team discussions, adjustments made in instructional practices

Monitoring and observational feedback during the beginning, middle, and end of year

Written Feedback

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observe colleagues teaching to the full extent of the standard, with opportunities for feedback and reflection.

2. Teachers do not have a general framework from which to plan for engaging and rigorous units of instruction.

1.Provide professional development on Understanding by Design

2. Support UbD lesson plan design with informational binders provided to each teacher. These will include pertinent information on each stage, as well as planning templates and lesson examples.

3. Purchase Understanding by Design book by Wiggins and McTighe for each grade level.

3. Share examples in faculty meetings and PD days.

2. Teachers work collaboratively in grade level PLC meetings to plan UbD units during early release Wednesdays.

3. Display Essential Questions in classrooms

4. Administrators will utilize classroom walkthroughs to provide opportunities for ongoing feedback on instructional strategies to teachers.

Administration, Collaborative Teams, Power Group, Peer Mentors

Development of instructional staff trainings during various faculty and team meetings

Collaborative team discussions, adjustments made in instructional practices

Monitoring and observational feedback during the beginning, middle, and end of year

Written Feedback

3.Instructional staff is at varying levels of using data to drive instruction

1. All staff will be involved in professional development to support the use of data to inform instruction by using such programs as Performance Matters, UNIFY, GradeCam, and Dibels Next.

Administration, Collaborative Teams, Power Group, Peer Mentors

Augmentation of school based professional developments

Collaborative team discussions, adjustments made in instructional

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practices

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.

Where do you want your teachers to be? What tools will you use to measure the implementation of your strategies? What tool will be used to measure progress throughout the year? Use real percentages and numbers.

Qualitative Measures: According to the EDI Survey, baseline data shows 61% of teachers felt satisfied with the support received at the school for instructional planning. At the end of the 2016 school year, results on a post survey based on their feeling of support received for instructional planning, will demonstrate a 10% increase.

Quantitative Measures: According to the 2014-2015 Instructional Personnel Performance Appraisal System, baseline data showed that 44% of teachers received an overall distinguished rating in Instructional Design and Lesson Planning. It is the expectation that 50% of the teachers will receive an overall distinguished rating during the 2015-2016 school year.

Qualitative and Quantitative Student Achievement Expectations: Measures student achievement.

Where do you want your students to be? What will student achievement look like at the end of the school year 2015-16?What tools will be used to measure progress throughout the year?

Qualitative Measures: According to the 2014-2015 Student Survey, baseline data showed that 37.12% of the student population strongly believes that their school work will help them later in life. All Quest Elementary School students will be immersed in rigorous instruction. Student artifacts will be submitted to administration for review along with classroom walkthroughs to observe students. It is the expectation that student artifacts will reflect the efforts of including higher order learning: summarizing, differentiation, higher order questioning, and essential questions. On the 2015-2016 Student Survey, data will show a 10% increase of the student population believing that their school work will help them later in life.

Quantitative Measures: On the 2014-2015 FAIR 3rd Assessment, baseline data shows a 67% average of students in grades 3-6 meeting Probability of Literacy Success (PLS). It is the expectation that on the 2015-2016 FAIR 3rd Assessment, students in grades 3-6 will show a 5% increase in students meeting Probability of Literary Success (PLS).

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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 2014-2015 and a description of changes you intend to incorporate to improve the data for the year 2015-2016.

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

1. Describe the process through which school leadership identifies and aligns all available resources (e.g., personnel, instructional, curricular) in order to meet the needs of all students. Include the methodology for coordinating the use of federal, state and local funds, services, and programs.

2. Describe your school’s data-based problem-solving process: including types of data used to monitor effectiveness of core, supplemental, and intensive instruction; and school based structures in place to address MTSS implementation.

Quest Elementary School’s data-based problem solving processes for the monitoring and implementation of MTSS and the SIP requires a team approach. Members include administrators, school guidance counselor, literacy coach, psychologist, and collaborative team members all working in unison to support the MTSS process and school improvement. The continuous improvement model is utilized throughout the school year at Quest. Collaborative team members disaggregating and reviewing the previous year’s data, in conjunction with the collection and review of current year data to plan appropriate interventions and support. The focus is broken down by skills to the individual level of student acquisition. Each member of the leadership team has the ultimate responsibility to work through the continuous improvement model for school improvement and student attainment of skills. Administrators are responsible for providing data and professional support for the instructional team. The administrators attend all MTSS meetings and work in conjunction with the guidance counselor to track student progress and provide assistance when needed. Our school guidance counselor is a fundamental member of this team. Her prime responsibility is to organize all documents and facilitate all meetings. The school psychologist also attend MTSS meetings serving as a support for the leadership team. The psychologist gives expert advice on various aspects of student growth and improvement. Teacher members support each other giving ideas, suggestions, and feedback, helping to drive student growth. The literacy coach helps to disaggregate data to identify student trends and offers strong suggestion to increase student achievement. During the school year all students’ records are reviewed constantly and also during the monthly structured meetings. Specific files are kept that track data, interventions, timelines, and outcomes. Alignment of the School Improvement Plan to the interventions and support provided through MTSS is monitored by the administration. New teachers to Quest are mentored through the MTSS process and assigned a collaborative team coach as a “go to” person for guidance, assistance, and help.The data sources that are used to monitor student progress include: Performance Matters, District Required Assessments, Progress Monitoring, Individual Education Plans, Education Plans, Progress Monitoring Plans, Conference Notes, Response to Intervention Documentation, and other pertinent student information. Quest believes in clear communication with all school community members. Use of student data tracking and student-led conferences, helps students analyze, take ownership, and communicate where they are academically and what areas are in need of improvement. Additional sharing of information regarding the 7 Core Principles of MTSS with all school community members, through parent meetings and newsletter articles, will help to build the capacity for data-based problem solving.

PARENT AND FAMILY INVOLVEMENT: (Parent Survey Data must be referenced) Title I Schools may use the Parent Involvement Plan to meet the requirements of Sections 1114(b)(1)(F) and 1115(c)(1)(G), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b).

Consider the level of family and community involvement at your school 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? 

(TITLE 1 SCHOOLS ONLY)

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

Descriptions of Strategy Person Responsible Projected Completion Date1.

2.

3.

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

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

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

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