all levels - brevard public schoolsaccountabilityandtesting.brevardschools.org/school... · web...

Brevard County Public SchoolsSchool Improvement Plan

2014-15

Name of School: Area:

Principal: Area Superintendent:

SAC Chairperson:

Superintendent: Dr. Brian Binggeli

Mission Statement:

To serve every student with excellence as a standard.

Vision Statement:

Building leaders one child at a time!

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

At the beginning of each school year, Roy Allen’s school accountability presentations are shared with all stakeholders through School Accountability, PTO, Open House and volunteer presentations. Furthermore, the School Improvement Plan can be found on our web site and is available in hard copy upon request. These presentations include the action steps Roy Allen is taking to improve student progress as well as the FCAT data to show where the improvements have been realized. These presentations also include areas that need much more attention and detailed plans of how to address any declines. We share the celebrations of our success and we continue to strive for excellence.

Final Version 8.12.14

Roy Allen Elementary South

Mrs. Lori Migliore Mrs. Lori Migliore

Mrs. Kami Gelfond

Brevard County Public SchoolsSchool Improvement Plan

2014-15

Part 1: Planning for Student Achievement

RATIONALE – Continuous Improvement Cycle Process

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

Considerations/Examples: What are the areas of success? Where are concerns? What trends do you see? What kind of data are you looking at within your school? What data do you use for teacher practice? How are teachers planning? Are plans Standards Driven? Are Essential Questions meaningful? What do CWT tell you about instruction? How will you monitor the depth of implementation? Grade Reading Gains Math Gains 25% Rdg. 25%Math Rdg. Prof. Math Prof. 2011-2012 A 67 68 81 65 59 66 2012-2013 B (C) 69 67 62 66 58 55 2013-2014 B 69 84 76 77 68 67

During the 2013-14 school year, Roy Allen increased 48 points in the state grading system earning a “B” with 518 points. In the 2012-13 school year Roy Allen earned 470 points which was in the “C” range but due to the one year safety net established by the state a “B” was awarded with 495 points. It has become increasingly more difficult to maintain an “A” status due to the fact that the state has adjusted the grading criteria countless times. A significant change in the grading system was the inclusion of ESE and ELL students into the totals of students at proficiency in all tested areas. Roy Allen has a large ESE and ELL population relative to the total school population and consequently saw a decrease in the percent of students scoring at proficiency. 2014 FCAT results demonstrated that focus on data driven standards based differentiated instruction resulted in an upward trend in student achievement, reading (+10), math (+12) and science (+9). However, the percent of students receiving a 3.5 or higher in FCAT Writing decreased from 42% (2013) to 18% (2014). Rather than a writing prompt tested in isolation, the new Florida Standards Assessment (FSA) will incorporate writing in the state English/Language Arts (ELA) assessment for 4th- 6th grade students. In preparation for the transition to the new ELA state assessment the district implemented a new Brevard ELA Assessment (BELAA). Student performance on the writing portion of the BELLA improved at all grade levels from the first to the third administration. Focusing on utilizing the writing rubrics and providing additional opportunities to write in all content areas with emphasis on keyboarding skills in 5th in 6th grade will be imperative to prepare students for the new ELA State assessment. During the 2013-14 school year the staff at Roy Allen focused on Standards Based Instruction through data driven differentiated instruction. This will continue to be our focus as we add rigor to daily instruction. Through continuous data analysis and ongoing formative assessments, areas of concern will


be identified and instruction will be adjusted. Differentiated instruction will be utilized daily by all instructional staff in a proactive measure to address learning gaps.Roy Allen also had 47 ELL students participate in the Florida Comprehensive English Language Learning Assessment (CELLA), the school summary indicates the following proficiency rates; Listening/Speaking 51%, Reading 38% and Writing 30%. Of the eleven 4th grade ELL students, only 9% scored proficient in Listening/Speaking, 64% Reading and 9% in Writing. Yet 64% of the 4th grade ELL students scored Level 3 on FCAT reading and 100% (3 students) in third grade scored Level 3 FCAT Math, which supports the effective use of standards based instruction and differentiation. A large percentage of second grade students have been in the ELL program for two consecutive years, and exhibited marked improvement in CELLA results from the previous years. With this in mind, it is essential the Florida English Language Arts Standards for Writing, Speaking and Listening are embedded in daily instruction throughout the content areas.We currently have two VPK classes providing early exposure to a quality preschool program. These programs will help ensure the students attending, enter kindergarten with a strong sense of print knowledge and phonemic awareness. Results from the VPK Readiness Rate calculation (based on ECHOS and Fair), indicate students attending the Roy Allen VPK program achieved a Readiness Rate of 89% well above the 67% required by the state.

Analysis of Current Practice: (How do we currently conduct business?) The Houghton Mifflin Harcourt Florida Journeys program is the adopted District Reading program. Roy Allen meets the needs of all students by adhering to the 90- minute uninterrupted reading block. Additionally all grade levels participate in the RtI process for thirty minutes outside of the reading block, to include iii and enrichment instructional strategies. Differentiated instruction has been a focus in grades K-6, to include all three areas, content, product and process. Last year was the first year Roy Allen had focused on differentiated instruction and began receiving professional development so teachers would have a deeper understanding of what DI is and how to implement in each classroom at all grade levels. Additionally, Kagan Structures was introduced to Roy Allen. Teachers and administration attended Kagan Structures Training. The structures were shared with teachers to utilize in the classrooms. Kagan Structures are research, evidence based student engagement strategies to engage all students in the learning process. Teachers implemented these structures in 100% of the classrooms with the primary focus on comprehension, fluency, and vocabulary skills. Progress Monitoring Plans are created and implemented for all below-grade level (BGL) students as well as for those students who exhibit two or more of the Early Warning Indicators to address deficient areas. Additionally, all students performing below grade level are recommended for ASP (Academic Support Program) classes. The goal of Academic Support Program (ASP) is to provide instructional support to below level and level 1 students and will occur before and after the regular school day to provide support/remediation. The criteria for students to participate are as follows: Grade 3 students at Level 1 Reading FCAT 2.0 score (3rd grade students are a priority); Lowest 25% in Reading (3rd Grade); Grades 4-6 lowest 25% in reading and mathematics; Students in grades 3-6 who display deficiencies in science (Note: Students (grades 3-6) struggling in science are encouraged to be invited to participate in Science ASP). Computer based interventions, Triumphs, Do the Math and teacher selected materials will be used with these students to differentiate instruction for areas in need of improvement. Diagnostic testing and PASI/PSI are administered according to the decision tree developed by Brevard Public Schools. Success Maker was initiated during the 2013-2014 school year as a diagnostic tool. Students spent fifteen minutes in each area of reading and math. Teachers utilized the data to adjust instruction to meet the needs of each student.

The Writing programs currently used for Writing in K-6 grades, consists of the Piece By Piece pacing guide, Developing Artistic Writing Conventions and Writing Skills in place. DBQ activities are introduced in grades 4 through 6 which incorporates rigor and responding to multiple text based questions. Roy Allen will continue to provide professional development in writing instruction as evidenced by 17% of students performing at proficiency on the 2013-2014 Florida Writes Assessment. Although Roy Allen has had a school wide writing cadre in place, the development and implementation of a school wide writing plan is a priority. The Writing Cadre will be established to include a member of each grade level from K-6 grades.


This team will develop monthly writing assessments based upon grade level rubrics and the Florida State Standards. The Writing cadre collaborates on ways in which to improve Writing instruction in areas indicated from the District Writing assessment. Currently, Scott Foresman EnVision (K-5 grades) and the Macmillan/McGraw-Hill Glencoe (6th- grade) Math programs are implemented for Mathematics instruction for at least 60 minutes, daily. Formative Assessments, Success Maker and progress-monitoring data drive Math instruction. Teachers, including Title I differentiate instruction for all students and incorporate Kagan Structures, and Number Talks to promote student engagement. Teachers will incorporate B.E.S.T. instructional strategies to retain and increase student progress on the 2015 Florida State Assessment. First through third grade teachers use “Do the Math,” for students performing below grade level. Instructional strategies posted on CPLAMS is also utilized. The Science curriculum, National Geographic, is currently in place for grades K-5. The 6th-grade curriculum is Discovery Education. Science instruction is aligned to the Florida State Standards.FCAT and Classroom Walkthrough Data revealed an improvement in student engagement and differentiated instruction and strength and quality of instructional practices, level of student engagement and the amount of high level questioning or essential questioning. However, inconsistency remains among the classrooms. Therefore, differentiation will continue to be the main school-wide focus as well as the implementation of student engagement activities as found in Dr. Spencer and Miguel Kagen and Max Thompson’s research. Additionally, rigor will be added to this focus. The same strategies that began to be studied previously will continue 1) RtI process, 2) differentiated instruction through the use of data, and 3) providing daily interventions at all grade levels with fidelity. Knowing that research shows that the amount of time students’ spend actively engaged in learning is directly linked to their academic achievement, strategies have been created on providing teachers professional development opportunities in managing the learning environment in a way that affords and yields the highest level of student engagement. Strategies for differentiation through the continued use of Thinking Maps and incorporating clearly identified roles for students in cooperative learning and academic discussions and activities will lead to improved student progression an all sub groups. In addition, a study of The Leader In Me, by Stephen Covey and How To Differentiate Instruction in Mixed-Ability Classrooms by Carol Ann Tomlinson will be continue during this 2014-2015 school year. Teach Like a Champion by Doug Lemov, referenced in Leverage Leadership, Paul Nambrick-Santoyo, will be the focus of study in Professional Learning Communities/Collaborative Teams at Roy Allen.The leadership team will focus on quality feedback for the 2014-2015 school year. According to Paul Bambrick-Santoyo, Leverage Leadership, “Effective observation and feedback isn’t about evaluation, it’s about coaching.” Feedback must be simple and focus on only one or two areas at a time. The change must be manageable, focused and include three components for the leadership team:

1. Scheduled observations: Lock in frequent and regular observations2. Key Action Steps: Identify the one or two most important areas for growth3. Effective Feedback: Give direct face-to-face feedback tat practices specific action steps for

improvements. Leverage Leaderhsip, Paul Bambrick-Santoyo

Although the enrollment has remained the same over the last three years, the demographics have changed (increase to 64% free and reduced lunch) along with the significant changes to the Florida State Assessment, the need to build a supportive, respectful and positive learning culture is key. According to both Stephen Covey and Marzano, quality relationships between teachers and students is the “keystone” of effective management and that students listen to every behavior make by the teacher. As a result, The Leader in Me, The Friendship Bench and Friendship Reports will continue to be part of the culture of Roy Allen and focus on building those vital, strong relationships.

Best Practice: (What does research tell us we should be doing as it relates to data analysis above?)What does the research say about your findings? Evidenced based? What practices can you put into place to work on what the data says is impeding student achievement?


Based on what you are seeing; what teachers are doing well; what you need to change and improve…RESEARCH SAYS YOU SHOULD…

According to Marzano and Brown (2009) “A key component in promoting high levels of student achievement is ensuring that all students are intellectually, emotionally, and socially engaged. Roy Allen will continue to practice Kagan Structures in the classroom and will provide PD during faculty meetings, PD Days and Early release Days. Student engagement strategies such as The Kagan Structures replace the traditional teacher-centered instructional methods with an array of student-centered instructional strategies.

According to Costa and Kallick (2008), when teachers are asked what they want their students to be able to do, they invariably emphasize the importance of thinking and problem solving. Yet given the high degree of apathy seen among students, we must engage students’ minds and guide them to use their minds for these actions. When we expand student thinking and engage them through student interest, we can only foster conditions that pique their engagement and thought processes.

When teachers utilize High Yield teaching strategies it facilitates strategic teacher questions—questions that promote formative discourse—share three characteristics: (1) they are planned for, (2) they help students harness the workings of their own minds, and (3) they use appropriate “wait time” to increase student accountability and the complexity of student responses. These skillful questions focus students' attention on content and concepts that are critical to the learning targets, build logically and directly on students' prior knowledge, stimulate students' reasoning in ways that help them formulate personal responses, and result in learning that is richer, deeper, and more integrated (Dillon, 1988; Walsh & Sattes, 2005).

This research gives a strong framework for teachers to increase student achievement. Professional development needs to increase in the area of high yield strategies and student engagement. Increased classroom observations from both administration and peers with specific honest feedback about the use of these strategies will also improve student achievement.

The expected current practice consists of developing improved instructional practices through the RtI process and the seven RtI core assumptions (NASDSE, 2005)1. that the educational system can effectively teach all children 2. that early intervention is critical to preventing problems from getting out of control 3. that the implementation of a multi-tiered service delivery model is necessary 4. that a problem solving model should be used to make decisions between tiers 5. that research based interventions should be implemented to the extent possible 6. that progress monitoring must be implemented to inform instruction 7. that data should drive decision making. School- wide progress monitoring occurs regularly through FAIR, DRA, SMI for intermediate grades and Running Records for primary grade levels. Furthermore, as designated by decision trees we utilize progress monitoring tools, 95% Group Materials and PASI data. Data is analyzed and instruction is driven by assessment results. Individual student progress is monitored school-wide on data walls and within student data binders. Although this is the expected current practice, it is not the practice of every teacher, school-wide. Because this research and the research of Max Thompson indicates that these strategies lead to increased student achievement, the goal is for every teacher to become proficient in the implementation of these researched strategies. Therefore, the importance for teachers to continue to improve in these instructional practices as well as 3 of the 5 high-yield strategies identified by Max Thompson is essential.


CONTENT AREA:

Reading Math Writing Science Parental Involvement

Drop-out Prevention Programs

Language Arts

Social Studies

Arts/PE Other:

School Based Objective: (Action statement: What will we do to improve programmatic and/or instructional effectiveness?)The staff at Roy Allen will focus on the rigor of the new Florida Standards through standards based instruction utilizing data driven Differentiated Instruction.

Strategies: (Small number of action oriented staff performance objectives)

Barrier Action Steps Person Responsible

Timetable Budget In-ProcessMeasure

1. Awareness of the new Florida Standards in ELA and Math

1. Create Standards binders for all teachers2. Utilize Increased classroom observations from both administration and peers with specific honest feedback

Administration, Florida Standards Training Team, and classroom teachers

Preplanning Through June, at Faculty Meetings, PLC’s, inservice days and early release days

$305 Data Binders, Feedback and agendas from staff

2. Need to increase differentiated instruction in classrooms

1. Schedule training for all teachers on Differentiation2. Ongoing staff development on the standards3. Utilize Increased classroom observations from both administration and peers with specific honest feedback

Administration, Reading Coach, Literacy Team, Teacher Leaders, District Trainers, and classroom teachers


Agendas from training, data from classroom walkthroughs


3. Need for increased student engagement and rigor in daily instruction

1.Professional Development in the area of student engagement and rigor2. Ongoing staff development on student engagement and rigor3. Utilize Increased classroom observations from both administration and peers with specific honest feedback

Administration, Reading Coach, Kagan Trained Teacher Leaders and District Personnel


$4,380 Agendas from training and data gathered from classroom walkthroughs

4. Teacher training on data notebooks

1. Teacher leaders will provide training on student data notebooks2. All teachers will maintain current data binders 3. All students will maintain student data binders

Administration, Teacher Leaders, and classroom teachers

September- June, , at Faculty Meetings, inservice days, PLC’s and early release days

$450 Teacher and student data binders

5. Teacher training on new ELA standards and writing in response to text

1. Professional Development in the area of writing focused on new ELA standards2. Establish a Writing Cadre 3. Writing Cadre will establish grade level monthly writing assessments with rubrics4. Review results of writing assessments in monthly PLC’S

Administration, Writing Cadre,Theresa Phelps

Monthly Writing Assessments and Rubrics

6. Administration will monitor instructional rigor during classroom walk abouts and provide specific feedback regarding Professional

Develop observation and feedback schedule

Administration and peer coaches

September/October 0 Feedback notes from classroom observations and meetings with the teachers.


Development

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

Qualitative and Quantitative Professional Practice Outcomes: (Measures the level of implementation of professional practices throughout the school) Where do you want your teachers to be? What tools will you use to measure the implementation of your strategies? How will you measure the change in adult behavior? What tool will be used to measure progress throughout the year? Use real percentages and numbers.

During the 2014-15 school year, the professional practices at Roy Allen will continue focusing on standards based instruction through data driven differentiation, develop implement and evaluate instructional strategies. A collaborative problem planning approach will be utilized to make data driven instructional decisions, to ensure that the needs of all students are being addressed. Additionally school-based collaborative teams will focus on identified groups of underperforming students in an effort to provide unified and accelerated support. Progress Monitoring Plans will be developed and implemented for all below-grade level (BGL) students as well as for those students who exhibit two or more of the Early Warning Indicators to address deficient areas. Performance Matters and A3 reports will be utilized to monitor student progressDifferentiated instructional practices will be evident in 100% of our classes, with the implementation of the Data Team Process incorporating all 6 steps of the process based on the rubric provided during the 2013-14 school year. Although the majority of teachers were implementing differentiated instruction from level 4 of the 6 levels of DI instruction, this year Data Walls in the conference room will track student progress in reading. Teacher lesson plans provide evidence of differentiation of instruction, based on student needs. Kid Talk and MTSS (IPST) meetings will be documented in A3. The master schedule will reflect daily intervention in all grade levels for reading and math. RtI documentation and record sheets for all Tier 2 and Tier 3 intervention groups will record attendance and on-going progress monitoring to ensure fidelity of the process. Administrative walk-through will document that best practices are being utilized in all levels of instruction to include rigor. Rigor will be measured based upon the Depth Of Knowledge Question Stems developed by Dr. Norman Webb. Increased classroom observations from both administration and peers with specific honest feedback about the use of these strategies will also improve student achievement. In addition teachers will document professional practice outcomes by documentation in their IPPAS portfolios.

Qualitative and Quantitative Student Achievement Expectations: (Measures student achievement)Where do you want your students to be? What will student achievement look like at the end of the school year 2014-15? What tool will be used to measure progress throughout the year?The goal of Roy Allen Elementary is to increase the percent of students scoring at proficiency as


evidenced by improved performance on FCAT 2.0. As of Spring 2014, Reading (68%) and Math (72%) of students performed at or above satisfactory (Level 3 or higher) on the FCAT 2.0. As the state transitions to the new ELA and Math State Assessment and establishes proficiency levels, the goal is for 70% of students to perform at or above proficiency in reading and 74% at or above proficiency in math. Based on the RtI process providing immediate and targeted interventions, differentiation and increased student engagement students will demonstrate increased success in school as evidenced by improved classroom performance, student work samples and data notebooks.

See image below.


Part 2: Support Systems for Student Achievement (Federal, State, District Mandates)

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

MULTI-TIERED SYSTEM OF SUPPORTS (MTSS)/RtI This section meets the requirements of Sections 1114(b)(1)(B)(i)-(iv) and 1115(c)(1)(A)-(C), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b) and Senate Bill 850.a) Describe the process through which school leadership identifies and aligns all available resources (e.g., personnel,

instructional, curricular) in order to meet the needs of all students and maximize desired student outcomes. Include the methodology for coordinating and supplementing federal, state and local funds, services and programs.

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

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

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

(See Accountability and Testing website/SIPTOOLS/MTSS for a checklist that may help you with this section.)

The Master Schedule was created to include reading and math intervention blacks in all grade levels. Additionally, biweekly Kid Talk meetings will also focus on Tier 1 data as well. The focus of this year’s Kid Talk/Data Talk meetings will be to provide opportunities to review all District Assessments as well as common classroom assessments and on-going progress monitoring in the intervention groups, in order to identify areas of concern. This problem solving model will provide the structure to identify, develop implement and evaluate instructional strategies to accelerate all students. A collaborative problem solving approach will be utilized to make data driven instructional decisions, to ensure that the needs of all students are being addressed. Additionally school-based collaborative teams will focus on identified groups of underperforming students in an effort to provide unified and accelerated support.

Academic Support Program (ASP)

Eligible students will have opportunities for additional instruction in reading, math and science. Utilizing ASP funds students will have the opportunity to participate in extended learning opportunities at the “time of need”. ASP for reading and math will be provided five days per week for 30 minutes before school utilizing SuccessMaker, Raz Kids, FCAT Explorer and teacher selected educational software as well as small


group instruction based on student needs. After school ASP will be provided on Monday and Tuesday from 2:30 to 3:45 pm. Session formats will include small group instruction, computer based and individual instruction utilizing materials such as Triumphs, DO the Math and Rewards. Identified students in grades 5th - 6th grade will have an opportunity to participate in an afterschool science program. Student progress will be documented through the use of ASP progress Reports and PMP’s on the A3 Vision program, updates will occur in conjunction with interim reports and report cards. Once the plan is approved, services will begin promptly for students who meet the requirements and will continue for the length of the funding.

Before and After School Care Roy Allen has been selected to participate in a School Aged Child Care Art Explorer Grant. This program provides extended day learning opportunities for up to 65 children, Monday through Friday from 2:30pm – 5:30pm. During this time the students will participate in a variety of enrichment and tutoring opportunities.

Enrichment OpportunitiesRoy Allen provides many opportunities for students to participate in clubs. Clubs available to the students include but are not limited to the following; Leadership Academy, Robotics, Odyssey of the Mind, Future Problem Solvers, Earth Kids, Art Club, Strings, Beta Club, Chorus, Panther Paws News, School Store, Safety Patrols, Yearbook, Track Club and other leadership opportunities as they arise.

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 (this may include, but is not limited to, number of parent engagement opportunities offered in the school year; average number of parents in attendance at parent engagement opportunities; percent of parents who participated in parent engagement opportunities; percent of students in lowest performing quartile or subgroups not meeting AMOs whose parent(s) participated in one or more parent engagement opportunities). See attached Parent Involvement Plan.

Data received from the 218 responses on the 2014 BPS Parent Survey indicates that the best was to communicate with parents and keep them informed is as follows; email (84%), notes from teacher (59%), personal phone call (46%) edline and newsletters (36%). Priority will placed on increasing the usage of edline which provides parents with current grades and information specific to their child’s progress. We have seen an increase in the number of parents with active Edline accounts. Eighty nine percent of parents responded that informational meetings and academic events provided useful information. Parents reported that the reason they did not attend some of the informational or academic meetings was because meetings were not provided at convenient times. Results indicate a need for trainings to be provided on a variety of times and days to meet the diverse family needs, many of the trainings will be provided in during the school day as well as before school and in the evening. Homework help and study skills were the most requested trainings. Over 93% of the parents surveyed selected excellent/good to the following statement, “Rate how satisfied you are with the overall quality of your child’s school (Roy Allen Elementary).

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

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

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


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

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

Online Safety – Refer results pages 4 - 6 School Safety – Refer results pages 6 - 7

Secondary Student Survey: 21st Century Skills – Refer results pages 4 - 6 Online Safety – Refer results pages 6 - 7 School Safety – Refer results pages 7 – 8

Roy Allen’s BPS survey was completed by 204 students. The survey results indicated that 84% of the students have a computer with Internet access at home. Over 55% of the students indicated that they often think about the consequences of the choices they make and an additional 29% said they sometimes think about the consequences. Last year 83% of the students reported that think about how their choices affect others, which was a slight decrease form the 86% reported previously. Only 65% of the students agreed with the following statement, “I am comfortable with who I am and the decisions I make”. Regarding 21st century skills, the majority of the students chose “often” for the following categories: teamwork, effective communication, meaningful projects, personal character, how to research, real-world issues and practical use of technology. Results indicated that 93% of the students learned internet safety at school. Students did not indicate that bullying has been a major concern at Roy Allen; however 18% indicated that they had experienced someone telling rumors or mean gossip about them decreasing from 24% reported on the 2013 survey, and 13% which is a slight improvement from16% in 2013 reported that they had been threatened by another student. Approximately 16% reported that on-line problems had caused problems with friends at school, 18% indicated that mean comments had been posted online about them, and 25% had received a hurtful text or email, which indicates a slight increase from previous years. Over 85% of the students reported that they feel safe at school. Of the students that reported that they did not, 4% felt concerned when riding a bike to school which decreased from 8% reported in 2013, and 5% reported concerns during afterschool activities and while riding the bus. Roy Allen currently utilizes 2nd Step as a school wide bully prevention program as part of our Tier 1 behavior plan. Every classroom teacher is trained and implements the program with fidelity, as the role playing component of this program is critical to the success of understanding for students. During the 2013-14 school year, a large portion of the staff participated in a PLC led by Mrs. Migliore concentrating on the book The Leader in Me by Stephen Covey. The ultimate goal is to help students utilize the 7 Habits of Highly Effective People at an early age inspiring greatness while developing leaders one child at a time. Simultaneously we will continue to focus on creating a culture of leaders and friendship through the use of the Friendship Bench and Friendship Reports. Ultimately creating a culture of positivity.


Early Warning Systems (SB 850)1. Describe the school’s early warning system and provide a list of the early warning indicators used in the system. This list must include the following:

ELEMENTARY Attendance below 90 percent, regardless of whether absence is excused or a result of out-of-school

suspension One or more suspensions, whether in school or out of school Course failure in English Language Arts or mathematics Level 1 score on the statewide, standardized assessments in English Language Arts or mathematics Students who are not proficient in reading by third gradeSECONDARY

Attendance below 90 percent, regardless of whether absence is excused or a result of out-of-school suspension

One or more suspensions, whether in school or out of school Course failure in English Language Arts or mathematics Level 1 score on the statewide, standardized assessments in English Language Arts or mathematics

2. Provide the following data related to the school’s early warning system: The number of students by grade level that exhibit each early warning indicator listed above The number of students identified by the system as exhibiting two or more early warning

indicatorsFill in BLANKS with Number of Students

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

Attendance <90

10 9 2 2 5 3 4 N/A N/A N/A N/A N/A N/A 35

1 or more ISS or OSS

7 1 6 7 7 12 4 N/A N/A N/A N/A N/A N/A 44

Level 1 in Reading or Math

N/A N/A N/A 6 19 1 6 N/A N/A N/A N/A N/A N/A 26

Course Failure in ELA or Math

8 6 5 1 2 0 0 N/A N/A N/A N/A N/A N/A

Students exhibiting 2 or more indicators

N/A N/A N/A N/A N/A N/A

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).

All students performing below grade level or displaying two or more indicators of the Early Warning System will be closely monitored utilizing the RtI process. Students will be placed on individualized PMP’s listing specific strategies and interventions. Reading and math daily intervention and biweekly Kid Talk meetings are built into the master schedule to provide opportunities for targeted instruction and on-going progress monitoring. Extended day opportunities are available before and after school to provide additional instruction in reading, math in an effort to remediate at the time of need.A new sign-in system was put in place for the 2014-15 school year, as a proactive measure to reduce


the number of tardy students missing valuable instructional time. Every time a student is tardy for school the parent must complete their child’s Early Warning System check in card. It is stated on the card that every third time a child is tardy, the parent must meet with administration or guidance in an effort to resolve the attendance concern and reduce the loss of instructional time. Chronic attendance concerns will be monitored by guidance and the MTSS team, working closely with parents to resolve truancy concerns.

CTE/STEM:1. All Levels

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

100% of the students at Roy Allen have opportunities to participate in STEM-related experiences. In an effort to encourage more students to participate in STEM related activities, Roy Allen holds an annual Science Expo in which students have the choice to complete either a traditional science project, a research report or design a model. Academic focused field trips are provided at all grade for all students. Through the use of technology, classroom teachers are utilizing virtual field trips which provide additional experiences for students to collaborate with experts and travel the world. Roy Allen has four computer labs, a mobile iPad lab and at least 3 computers in every classroom enabling students’ daily access to technology. The following extended day activities are provided; Robotics, Odyssey of the Mind, Future Problem Solvers and Panther Paws news team.

The following data may be considered by high schools.a) Students enrolling in one or more accelerated STEM-related courses


Tardy Record Form Early Warning Indicators Student_______________

Date Time Student

Teacher

Reason

Parent Signature

123

PARENT MUST MEET WITH ADMIN OR GUIDANCE45

b) Completion rate (%) for students enrolled in accelerated STEM-related courses c) Students taking one or more advanced placement exams for STEM-related coursesd) Passing rate (%) for students who take advanced placement exams for STEM-related coursese) CTE-STEM program concentratorsf) Students taking CTE-STEM industry certification exams g) Passing rate (%) for students who take CTE-STEM industry certification exams

The following data may be considered by middle and high schools. a) Students enrolling in one or more CTE courses b) Students who have completed one or more CTE courses who enroll in one or more accelerated courses c) Completion rate (%) for CTE students enrolled in accelerated courses d) Students taking CTE industry certification exams e) Passing rate (%) for students who take CTE industry certification exams f) CTE program concentrators g) CTE teachers holding appropriate industry certifications

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

(TITLE 1 SCHOOLS ONLY)

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

Descriptions of Strategy Person Responsible Projected Completion Date

Provide Beginning Teacher Induction Program Administration 6-11-15Provide Teacher Mentors Administration 8-25-14Mentor Council Representative attend District Training

Mentor Council Representative

9-02-14Provide ongoing professional development Administration 6-11-15

Non-Highly Qualified Instructors Final Version 8.12.14

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

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

highly effective

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

highly effective47 teachers

12% (6)

All teachers are currently enrolled in ELL courses or will be taking a course this school year. The ELL resource teacher and guidance

counselor work provide support for the teachers to ensure ELL strategies are being implemented in daily instruction.

ALIGNMENT OF SCHOOL IMPROVEMENT PLANAND

TITLE I SCHOOLWIDE PLAN

Required Elements of a Title I Schoolwide Plan (SWP) /School Improvement Plan (SIP)

(Section 1114 – Components of a Schoolwide Program)

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

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

1. Include data from comprehensive needs assessment of the school

__Rationale

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

2. Provide opportunities for all children to meet state standards

__Analysis of Current

Practice

__Strategies

__MTSS

3. Utilize scientifically based Strategies, materials and programs that are


strategies to strengthen the core academic program

__ Analysis of Current

Practice

__Best Practice

__Strategies

research based are a required element of any objective.

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

__MTSS

__CTE/STEM

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

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

__Strategies

__MTSS

__Early Warning

System

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

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

__Strategies

__MTSS

__Early Warning

System

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

7. Incorporate instruction by highly qualified teachers

__Highly Qualified

Teachers

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

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

__Best Practice __Strategies

__MTSS

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


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

__Highly Qualified

Teachers

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

10. Include strategies to increase parent involvement

__Parental

Involvement

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

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

__Transition from

Preschool

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

12. Include teachers in using student achievement data to plan the overall instructional program __ Analysis of Current

Practice

__Strategies

__MTSS

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

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

__MTSS

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

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

__ Analysis of Current

Practice

__Best Practice

__MTSS

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


_________________ _________________________ __________

School Name Principal’s Signature Date


all levels - brevard public schoolsaccountabilityandtesting.brevardschools.org/school... · web...

Documents