Brevard Public Schools



Brevard Public SchoolsSchool Improvement Plan2018 -2019Superintendent: Asst. Supt. of Leading and Learning:3914775137795K. Jane Cline00K. Jane Cline19050136525Mark Mullins00Mark Mullins19050368300Teresa Wright00Teresa WrightPrincipal Supervisor: 3956050379095Palm Bay Elementary400000Palm Bay Elementary Name of School:3962400298450Ashley Rothe00Ashley Rothe19050288925Michael E. Mahl00Michael E. MahlPrincipal: SAC Chairperson:School Grade History2017-18: C2016-17: D2015-16: D-57150132715Connections to District Strategic PlanObj.L1. Protect instructional time Obj.L2 Support educator effectiveness and build capacity of teachers to improve student outcomes and close achievement gapsObj.L4: Provide equitable support for every student’s social-emotional developmentObj.L6. Build principal capacity to develop and spread highly effective instructional practicesObj.R3 Increase system-wide proactive communications00Connections to District Strategic PlanObj.L1. Protect instructional time Obj.L2 Support educator effectiveness and build capacity of teachers to improve student outcomes and close achievement gapsObj.L4: Provide equitable support for every student’s social-emotional developmentObj.L6. Build principal capacity to develop and spread highly effective instructional practicesObj.R3 Increase system-wide proactive communicationsMission Statement: To empower our diverse community to lead and learn. Vision Statement: To be the first choice for innovative leaders and learners.Stakeholder Involvement in School Improvement Planning: Briefly explain how stakeholders are involved in the development, review, and communication of the SIP. Palm Bay Elementary utilizes various avenues to acquire input from our stakeholders in order to develop, review, and communicate the ideas in our School Improvement Plan. Spring 2018: Parents and teachers completed surveys, met with the leadership team and School Advisory Council to discuss how well the 2017-18 SIP served our school, students, staff, and community. Some surveys were offered digitally through the school’s Blackboard Connect and Social Media accounts, Brevard County School’s website, and Survey Monkey. End-of-year agenda’s support the open forum review of our previous SIP with parents and faculty. Fall 2018: Digital and hard copy invitations were sent to families and faculty asking for input on this year’s SIP. Discussion was conducted at our first SAC meeting, as well as, our Title 1 Parent meeting as evidenced by the agenda reviewing the input collected and relevance of last year’s goals. The leadership team, including grade level and department chairs, will also review the SIP and formulate ideas for the updated version. As the SIP is completed, the drafts and final copies will be shared with all stakeholders through multiple medias.Part 1: Planning for Student AchievementRATIONALE – 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 2018 EDI Survey showed growth in all domains from the previous year. Teachers indicated that Palm Bay Elementary is committed to improving their instructional practice (85%), shares a unified message in discussing effective teaching practices among leadership, instructional coaches and teachers (88%), offer multiple opportunities to engage in collaborative planning with teams and district resource personnel (73%), and a shared leadership approach to student success focused on the concept of collective efficacy by tracking student performance through measurable goals (92%). Although the EDI indicated substantial progress, there are still vital components that need additional supports. Areas for professional growth based upon the EDI data include student behaviors interrupting instructional time (73%), the desire for collaborating on and modeling of highly-effective and rigorous instruction in practice (52%), continued efforts in assisting teachers to identify their strengths and weaknesses through more frequent feedback from administration and instructional coaches (51%), and relevant professional development (49%). Additionally, observational data from administrators and instructional coaches during the 2017-2018 school year (gathered by using the Instructional Rounds Data Collection Tool) illuminated the need for continued training on standards-aligned instruction, increasing student engagement, and classroom procedures and expectations aligned with our Positive Behavioral Intervention System (PBIS). For example, on a scale from 1-5 with 5 being strongly evident and 1 being not evident, the use of a classroom economy system with LEAD loot was rated at 1.8 schoolwide. Using Standards Focus Boards consistently and accurately and evidence of planning high-quality questions were both rated 2.8 schoolwide. Finally, students being aware of what and why they were learning (2.3) along with individual goal-setting (1.7) were also areas of growth for our school. Based upon this compilation of information, our next steps include the addition of another instructional coach, AVID coordinator, and PBIS coach who will all partner with our current math and literacy coaches, tailoring professional development towards standards-based instruction and student engagement, and continued support from leadership via frequent observational feedback and support provided in areas of need. The increase of leadership staff will afford us the opportunity to offer teachers effective planning sessions, and modeling and coaching in the context of the classroom. Additionally, we will be infusing the WICOR strategies (Writing, Inquiry, Collaboration, Organization, Reading) that are a part of the AVID culture heavily into 5th and 6th grade and gradually into Kindergarten through 4th. As a result, we hope to achieve higher student engagement, more instructional time with reduced negative student behaviors, and consistent, standards-aligned instruction. By engaging teachers in more interactive professional development based upon more frequent observational feedback will help support their growth and allow teachers to immediately put the knowledge and strategies into practice. 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. Evidence from state assessments shows improvements in ELA overall proficiency for grades 3-6 and in Math for grades 3, 4, and 6 as seen in the chart below. Additionally, Palm Bay Elementary students achieved 43 Level 5’s on last year’s FSA for ELA and Math combined compared to the previous year’s total of only 7. Our 2017-2018 i-Ready diagnostics analyzed throughout last year were a close predictor of our state assessment scores, except in Grade 5 Math. Although our school made great strides towards student achievement last year, it is obvious that we still have substantial deficiencies in ELA and Math compared to the district and state results for the 2017-2018 assessment shown below. For example, 54% of tested students are unable to read with proficiency, 55% of tested students are unable to demonstrate math skills with proficiency, and 63% of tested students are unable to demonstrate science skills with proficiency. Therefore, gaps in standards-based instruction is still evident across all grade levels and subject, as well as the proficiency levels of our students with disabilities (ESE) and our ELL students. Grade 5 shows the largest need for growth and support closely followed by Grade 4 in both ELA and Math. Overall Proficiency ComparisonGradeELA ProficiencyMath ProficiencyScience Proficiency2016-20172017-20182016-20172017-20182016-20172017-20183rd42%49%28%47%--4th25%42%21%44%--5th33%38%32%20%40%37%6th47%51%36%65%-- ELA Proficiency Comparison to District and State 2017-2018GradeSchoolDistrictState3rd49%64%57%4th42%57%56%5th38%54%55%6th51%63%52% Math Proficiency Comparison to District and State 2017-2018GradeSchoolDistrictState3rd47%62%62%4th44%60%62%5th20%58%61%6th65%68%52% Science Proficiency Comparison to District and State 2017-2018GradeSchoolDistrictState5th37%55%55%ELA Proficiency Levels by Grade 2017-2018FSA ELALevel 1Level 2Level 3Level 4Level 5% 3 or above3rd20%31%30%12%7%49%4th33%25%22%11%9%42%5th34%28%33%4%1%38%6th22%27%31%14%6%51%ESE52%36%10%0%2%12%Math Proficiency Levels by Grade 2017-2018FSA MathLevel 1Level 2Level 3Level 4Level 5% 3 or above3rd22%31%19%23%5%47%4th45%11%28%14%2%44%5th52%28%12%6%2%20%6th17%18%39%15%11%65%ESE52%20%14%12%2%28%Science Proficiency Levels 2017-2018SSA ScienceLevel 1Level 2Level 3Level 4Level 5% 3 or above5th35%28%26%9%2%37%Write a 2-3 sentence summary explaining how the data above provides the rationale for your goals, barriers and action steps. Based upon the achievement data shown above, it is evident that we need to continue to provide quality, standards-aligned instruction to all students while supporting our ESE and ELL students through inclusive practices. By building capacity for teachers to teach to the full intent of the standard, and ensuring that student tasks are rigorous and require them to demonstrate mastery of the standards, student engagement and student performance will continue to improve. 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.) Palm Bay Elementary will continue its journey towards the goals outlined in the district’s Vision for Excellent Instruction through the multitude of strategies listed below:Professional development opportunities during summer, pre-planning and throughout the year focusing on the district expectations of excellent instruction, Standards Focus Documents of ELA and Science, Eureka Math, AVID and Kagan strategies for student engagement, and inclusive mon planning sessions with school and district resource personnel focused on standards-aligned lessons and assessments for all subject areas.Follow-up modeling and coaching from our Instructional Coaches and AVID Coordinator based upon observational data, student performance scores, and request of staff.Analyzing student work and data bi-weekly with Leadership Team during grade level planning to ensure standards are being met and assessments are measuring mastery of those standards.Frequent classroom walkthroughs by Leadership Team and Instructional Coaches with feedback to staff on instructional practices using data collection tool.Monitoring i-Ready data for ELA and Math of school, grade, and individual students, and tracking that data over time to show growth or areas of need.School-Based Goal: What can be done to improve instructional effectiveness? If Palm Bay Elementary collectively takes ownership with all stakeholders to ensure students are engaged in standards-aligned curriculum across grade levels, then our FSA results and school wide i-Ready data will show an increase of students demonstrating proficiency in ELA, Math and Science across grade levels and subgroups, as well as, an increase in a positive school culture promoting strong character traits.Strategies: Small number of action oriented staff performance objectives.BarrierAction Steps to Overcome BarrierPerson ResponsibleTimetableIn-ProcessMeasureTeacher understanding and collaboration of standards-aligned lessons, activities, and assessments.1. Grade-level collaborative planning sessions with guidance from district resource personnel and instructional coaches.2. Consistent observations, coaching, and feedback to teachers to promote improved instructional practices.3. Examine student work to monitor standards-alignment. 4. Conduct Instructional Rounds with leadership team to collect data on school-wide strengths and weaknesses.AdministrationInstructional CoachesDistrict Resource PersonnelInstructional StaffSummer 2018Pre-planning, August 2018On-going throughout the year during collaborative planning daysStandards-aligned lesson plans by all teachersIncrease of standards-based instruction happening across grade levels assessed by observational data and student performance scoreEquity of instruction within grade levelsInstructional Rounds Data Collection Tool Awareness of inclusive practices to ensure ESE population is receiving an equitable education. 1. Training for staff on effective inclusive practices.2. Collaborative review of ESE student portfolios and planning sessions with ESE Resource teachers for each grade level.3. Reviewing BPIE with team to identify indicators that need growth.4. Monitoring data of low performing students frequently and providing scaffolded instruction to ensure success.AdministrationESE Resource TeamInstructional StaffPre-planning, August 2018Professional Development sessions on early release Fridays during first and second semesterOn-going throughout the year during daily services in classrooms and collaborative planning daysIncrease in ESE student data from on-going assessments such as i-Ready and grade level requirements showing mastery of standards.Collaborative planning and teaching between ESE and General Education teachersAbility of all stakeholders to take ownership of student success.1. Monitoring student performance data by staff and leadership team.2. Sharing student data with parents/families via Academic Parent Teacher Team (APTT) meetings and events while sharing ready-made activities to work on at home.3. Goal-setting practices for students in all grade levels to build awareness of their own personal growth.4. Utilizing community Business Partnerships to enhance student learning and real-world opportunities.AdministrationFacultySchool FamiliesCommunity Business PartnersStudentsFACE CoordinatorAPTT training during pre-planning 2018Bi-weekly data team meetingsOpen House and APTT parent nights (3)Title I Parent and Community Involvement eventsOn-going discussions with students about their progress and areas of need.Increased parent and/or family involvement for APTT, Open House, and Title I events.Improvements in student performance tasks identified as target standards by each grade levelConversations with students on academic goals weeklyChange of instructional practices based upon student performance dataOn-going need for professional development to ensure rigorous student tasks, high student engagement and data-driven planning.1. Providing PD sessions on topics which support standards-based instruction and student engagement strategies based upon observational data and student performance scores.2. Follow-up sessions by instructional coaches and leadership team to support teacher learning and implementation.AdministrationInstructional CoachesInstructional StaffDistrict Training PersonnelSummer trainings for AVID, Eureka Math, and Phonics and ComprehensionEarly Release Friday PD sessions each monthOn-going follow-up classroom visits and modelingIncrease of standards-based instruction across grade levels based upon universal observational data tool.Staff participation and implementation of professional development topicsScheduled follow-up sessions by instructional coaches for areas of need or teacher request.Acceptance of positive school culture and pride promoting the value of education and ownership of actions and character traits.1. Continuation of Positive Behavior Support System (PBIS)2. Staff review and creation of school-wide leadership expectations for students.3. Family outreach via school events, social media and other digital communication.4. Highlighting college and post-school options for students through décor, field trips, guest speakers, and in-class activities.AdministrationFacultyParents and FamiliesAVID CoordinatorPBIS CoachFACE CoordinatorGuidance CounselorsSummer training and planning sessions to launch AVID culture and strategiesRevision and enhancement of PBIS expectations school-wideOpen House, APTT, Title I events AVID integration into classrooms and local college trips for intermediate studentsDecrease in discipline data due to improved classroom management and school-wide LEAD expectationsIncrease in student and family conversations and actions which support post-college opportunitiesImprovements on staff and parent survey results in regards to school climateEVALUATION – Outcome Measures and Reflection-begin with the end in mind. Qualitative and Quantitative Professional Practice Outcomes: Measures the level of implementation of professional practices as a result of school improvement planning. Qualitative: By the end of the 2018-2019 school year, 100% of Palm Bay Elementary’s teachers will:collaboratively plan rigorous, standards-aligned lessons with grade level teamsutilize student performance data such as i-Ready reports to adjust instruction and establish intervention groupsshow growth in one or more areas of the observational data tool used by administration and instructional coachesengage students in goal-setting for core subjects and share data with familiesincorporate improved strategies learned from professional development into their classroomsbuild constructive relationships through effective interactions with students and families to promote a positive school cultureQuantitative:By the end of the 2018-2019 school year, Palm Bay Elementary’s teachers will demonstrate on a scale of 1-5 with 5 being strongly evident and 1 being not evident: 4.5 for a classroom economy system with LEAD loot4.5 for use of Standards Focus Boards consistently and accurately4.5 for evidence of planning high-quality questions4.5 for students’ awareness of what and why they were learning5.0 for individual goal-setting by students with teacher guidance**Data based upon Instructional Rounds Data Collection Tool used by leadership teamQualitative and Quantitative Student Achievement Outcomes: Qualitative: The goal for all students at Palm Bay Elementary for the 2018-2019 school year is to be fully engaged in standards-based instruction as evidenced by observational data and student performance data. Additionally, they will take ownership of their education and follow the LEAD expectations daily to reduce discipline issues that disrupt instructional time. Quantitative: In order for Palm Bay Elementary to achieve our goal of an “A” for the 2018-2019 school year, students must improve their proficiency levels listed in the table below: Grade/Subject2016-20172017-2018Goal for 2018-20193rd ELA42%49%63%3rd Math28%47%62%4th ELA25%42%60%4th Math21%44%63%5th ELA33%38%60%5th Math32%20%58%5th Science40%37%55%6th ELA47%51%63%6th Math36%65%68%**Data based upon 2018-2019 FSA scores for Palm Bay ElementaryPart 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. 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. Palm Bay Elementary adheres to the MTSS model and follows the guidelines set forth by the district. The faculty has received training and is working to fully implement the cyclical process with fidelity. Our MTSS contact, Ms. Bishop, and our MTSS assistant, Mrs. Moure have reorganized the process making it easier for teachers and administrators to track each student of concern. Our grade levels meet bi-monthly with our MTSS team to discuss student performance data and any concerns. Teachers are encouraged to follow each step of the process with progress-monitoring and implementing a variety of strategies and interventions to assist the students in question. Once a child has been identified, they are placed in our MTSS binder with any documentation. Each MTSS meeting begins with a review of these students where teachers must update the team on the student’s progress (data) and steps taken. Open discussion about the progress or challenges reveals any additional support the teacher or student needs. On alternate weeks, the grade levels meet with administration for data talks which supports the MTSS process by also using student-performance data to guide intervention groups and further instruction. List below who monitors the Early Warning System and how often. Attendance < 90: Our Guidance Office monitors attendance reports weekly for frequent absences and tardy occurrences. One or more ISS/OSS: Student discipline data is reviewed on a monthly basis by administration. Level 1/Substantial Reading Deficiencies: The PBE leadership team analyzes data from state, district, and grade level assessments weekly to identify students who are not mastering the standards in ELA and/or Math. 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 StudentsGrade LevelK123456Total Attendance <90353832383932222361 or more ISS or OSS062436425Level 1 in ELA or Math24474421136Substantial Reading Deficiency12472 or more indicators1511433341199Describe 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).Students falling into the categories of two or more indicators will receive all the intervention strategies listed below to assist in remediating the student. In addition, these students are monitored through our MTSS process. Attendance < 90: Parent contact is made via phone, and written communication is sent through the mail to address habitual absences. The district is contacted when more intervention is needed. Classroom teachers are asked to call home after the second consecutive absence to inquire about a student’s attendance, and that information is shared with our Guidance Office. Finally, Guidance continues to keep administration informed weekly of any concerns. One or more ISS/OSS: Students with one or more suspensions participate in counseling with our guidance department and administration. Parent conferences are also conducted to help strategize interventions for the child. These students are also matched with a staff member for check-in/check-out daily or weekly. Level 1/Substantial Reading Deficiencies: Classroom teachers work collaboratively with district resource teachers, our ESE team, Title I teachers, and instructional coaches to create standards-based lessons that specifically meet the needs of struggling students in both content areas. These students are also discussed during our bi-monthly MTSS and Data Team meetings. Additionally, PBE is utilizing the i-Ready blended learning program for the second year in a row which provides teachers with diagnostic and progress monitoring data in Reading and Math. Reading data is also retrieved from the Phonic Screener for Intervention (PSI) for students in primary grades. This data allows teachers to design matched intervention lesson for students requiring extra support to attain grade level status. Other reading intervention resources such as Leveled Literacy Intervention (LLI), Blueprint for Phonological Awareness/Phonics, and Comprehension Toolkit are also used to address any reading deficiencies. Teachers scaffold grade level instruction for below grade level students during the 90-minute Reading block and differentiate tasks as needed. Math intervention resources include i-Ready and Marilyn Burn’s Do the Math kits, as well as, Eureka math strategies. PBE’s frequent monitoring of student progress ensures that students are participating in the correct intervention group and lesson. Students are referred to IPST when additional academic interventions are needed. Finally, the Academic Support Program (ASP) provides even more support to students who are working below grade level in Reading and/or Math. This option is available to all Level 1 and lowest 25% in 3rd through 6th grade. Additional grade levels are added as funding and staffing allow. Finally, students who are struggling in Reading are assigned a Rolling Reader tutor who offers even more support and opportunity to build their reading capacity. 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?? After reviewing the 2017-2018 Parent Survey results for our school, there are many success along with some opportunities to improve. Overall, parents feel welcome at our school and are willing to become partners in their child’s educational journey. Our ability to communicate with parents through digital tools such as texts, emails, and auto-calls home, flyers, monthly newsletters and social media has been a strength for our school and we will continue these practices for the 2018-2019 school year. For example, at our Open House in August, multiple families were encouraged to join our social media pages, and offer feedback on the site. In addition, our school has become strong within our community through a variety of Partners in Education, building relationships that benefit our school and its community. An area of opportunity per our Parent Survey results is communication between teachers and parents in regards to their child’s performance and needs. Many parents suggested they did not receive consistent information on their child’s academic progress, and were unsure how to assist in the process. In order to address this concern, our school as adopted the Academic Parent Teacher Teams (APTT) program which creates a partnership between parents and teachers to inform the families on the student’s progress. It also fosters networking for parents to connect to other parents in the grade level for support. We will conduct 3 APTT meetings this year (October, February, and April) where parents will learn how to understand the data scores and how their child ranks against others in the same grade level and class. They will also be given home activities to help support their child’s learning after school hours to reach mastery of standards. The goal is to make parents feel valued in their child’s education and part of the educational journey. Research shows that students are in school 12% of one year, and 55% at home. We are hoping to monopolize some of that 55% to enhance education by getting the families involved in effective and standards-aligned activities. STUDENT TRANSITION AND READINESSPreK-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)PreK-K Transition:Incoming PreK students and families work with our HeadStart liaison to ensure a smooth transition into the program. Both PreK and Kindergarten offer individual meetings and screenings with each student and family to share expectations and build relationships. Palm Bay Elementary also hosts a PreK and Kindergarten Orientation Event, one during the day and one offered at night, to discuss curriculum and policies, as well as, guide families through a school tour to familiarize them with the building and available resources. Staff is continuously communicating with families throughout the year to ensure a strong partnership between home and school. This year, families will be invited for three Academic Parent Teacher Team (APTT) meetings to help families understand student progress and their role in their child’s academic success. Finally, PreK teachers will coordinate end-of-the-year “visits” to Kindergarten classrooms to help ease the students into the following year’s expectations. Sixth-Seventh Grade:Palm Bay Elementary works closely with the middle schools we feed most of our students into including Stone Middle School. Representatives from the middle schools are invited to present information such as pre-registration, programs available, and resources provided to students and families multiple times during the year. Students also take a field trip to Stone Middle School to familiarize themselves with the campus and begin the registration process. Additionally, Palm Bay Elementary offers advanced math preparation for the Algebra Placement Test given by the middle schools. Finally, Palm Bay Elementary utilizes the AVID program in sixth grade to build a strong foundation of organizational skills, time management, focused note-taking, effective writing, and critical reading/thinking skills. Students who participate in AVID at Palm Bay Elementary will be better prepared for the academic rigor facing them in the upcoming year. ................
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