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Brevard Public SchoolsSchool Improvement Plan2015 – 2016 Name of School: Area:388620039370South Area400000South Area10668033655Indialantic Elementary School400000Indialantic Elementary SchoolPrincipal: Area Superintendent:389636084455Dr. Mark Mullins400000Dr. Mark Mullins11684079375Lori Braga400000Lori BragaSAC Chairperson:193357561595Carla Etherton & Marcie Ryan00Carla Etherton & Marcie RyanSuperintendent: Dr. Desmond BlackburnMission Statement: To provide the highest quality of education for all students.Vision Statement: Creating a quality world one child at a time.Stakeholder Involvement in School Improvement Planning: Briefly explain how stakeholders are involved in the development, review, and communication of the SIP. All Indialantic Elementary stakeholders, through various avenues, are involved in the development and review of the school improvement plan. We target parent groups through our S.A.C. and school PTO. The improvement plan is initiated once school data is compiled. Teacher leaders meet over the summer to review and analyze the data. During pre-planning all faculty and staff are given the opportunity to give input and feedback towards the plan. Continuous reflection of the School Improvement Plan will occur during S.A.C., faculty meetings and P.T.O. meetings. In addition, it will be posted on the school website and newsletter to help us meet our mission.Brevard Public SchoolsSchool Improvement Plan2015-2016Part 1: Planning for Student AchievementRATIONALE – 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? Successful professional practices that are conducted at Indialantic Elementary that contribute to the improvement of students are as follows:Teacher leaders conducting professional development throughout the school year. Teachers sharing research and resources with other teachers. Teachers conducting instructional rounds documenting standards being taught and if they are meeting the full intent of the standard.Increased understanding by teachers of what students are expected to know to meet each standard. The results of multiple assessments that are conducted, such as FAIR, BELA and FSA, indicate that our students are performing at or above the district, however there is still room for improvement which can be achieved by:Understanding the KUD (know, understand and do) for each standard.Prioritizing the standards.Establishing common formative assessments that are aligned with the standards. What are the areas of successful student achievements and what data shows evidence of improvements? 5th Grade FCAT ScienceSchool ## of StudentsMean Score12345% 3 and aboveNature of ScienceEarth SciencePhysicalLifeDistrict198,51920022252713125371111106081120212520332122758121311FSA-TestGradeStateBrevardIndialanticELA3505257ELA4505255ELA5505156ELA6505355FSA-TestGradeStateBrevardIndialanticMath3505056Math4505055Math5505057Math6495454BELLA2nd Grade3rd Grade4th Grade5th Grade6th GradeReading Proficiency 70 % or Higher96%71.42%73.26%64.95%77.67%DRMA1st Grade2nd Grade3rd Grade4th Grade5th Grade6th GradeMath Proficiency70% or Higher98%80.76%87.5%58.82%58.6%49.56%What are the concerns with student achievements and how are they revealed to the data?3rd Grade FSA Reading- 6 students fell in the lowest quartile.5th Grade students scored below the 70% proficiency level on the BELAA. 5th Grade FCAT Science- even though we scored higher (75%) than the district average (53%), we were still significantly lower than the surrounding elementary schools. 4th, 5th, and 6th Grade DRMA Math scores were below the proficiency level of 70%. While reviewing the FSA Math data for the same grades, the students exceeded the state average and met or beat the district average for proficiency.What other areas of strength or opportunity are revealed in data from leading indicators?T-Scores have an average of 50 and a standard deviation of 10. Scores above 50 are above average. Scores below 50 are below average. Indialantic exceeded the state and district averages in all areas except for 6th grade math. The 6th grade math average was higher than the states and the same as the districts. Analysis of Current Practices: Describe action steps that have become non-negotiable, things that you will continue doing. The Indialantic Elementary community prides itself on being the best on the beach. To achieve our goal of excellence a schedule is created to provide teachers time for training, data analysis, and problem solving. Mentors are assigned to all new teachers and our Peer Mentors and Reading Coach provide all faculty with support through observations, modeling and feedback. Administration provides support through effective feedback, protecting scheduled time frames for professional development and the faculty with time to collaborate and plan as a team. For the past few years we focused on Dr. Max Thompson’s High Yield Strategies of Summarizing and Extended Thinking and incorporated Number Talks. Additionally, we focused on learning the changing academic standards. Non-negotiables for Indialantic Elementary is the need for continual reflection and improvement, determining what the standards are expecting students to be able to know, understand and do and delivering lessons that meet the full intent and rigor of the standards. Indialantic Elementary has a track record of high performance when it comes to State Assessments and extracurricular achievements. The new state assessment that was given in the spring of 2015 is called the Florida State Assessment. It provides us with T-Scores to show student achievement. On the T-Score, we averaged_56%__ in reading proficiency and _56_%_ in math proficiency for the 2015 FSA. An average T-score ranges from 47-57. Six percent of our 3rd grade students fell in the lowest quartile for FSA Reading. Our fifth grade science scores ranked 11th in the district. While we celebrate these significant achievements, we continue to strive for excellence and a further increase in our learning gains and proficiencies. In his book Learning by Doing, Dr. Rick DuFour tells us that “Powerful collaboration is a systematic process in which teachers work together to analyze and improve their classroom practice. This process leads to higher levels of student achievement.” Indialantic teachers pride themselves on their cooperative nature and collaboration. Teachers work together to disaggregate the data at data meetings to identify strengths and weaknesses of all students with an emphasis on those in the lowest quartile. This information leads to data-driven, aligned, standards based lesson planning. Bi-Weekly faculty meetings are planned to allow all members of the Indialantic community to come together for the greater good. At these meetings we share best practices that can be immediately implemented into classroom instruction. Teacher leaders provide monthly on-site professional development to support our School Improvement Plan. At the start of the 2015-2016 school year, we have seen an increase in the number of teacher leaders desiring to share best practices. The Indialantic Instructional Round Instrument, which based on a scale from 0- 10 and assess the cognitive complexity level of the lesson and the alignment to the standard. The 2015 Instructional rounds’ data showed that classroom cognitive complexity level alignment to the standard was 4.5. The extent to which the lesson content aligned with Florida Standards was rated an average of a 4. Based on these observations, we will continue facilitating Instructional Rounds to measure increase in teacher performance.Instructional practices in math continue to trend toward whole group instruction based on the textbook’s curriculum. However, administration has observed a moderate increase in small group instruction as a result of the implementation of Number Talks and the increased understanding of the new state standards. The need still exists for higher order thinking skills in order to strengthen number sense and challenge the higher level students. An increase in the level of understanding and rigor in the classroom will support that on the MAFS.Collaborative practice ensures common goal setting as well as combined effort to work toward more focused outcomes in terms of student achievement. This will lead us to balanced achievement, or the point at which all students are on or above grade level in all areas. Yet, Indialantic’s focus is not just to achieve grade level mastery, but to increase the level of mastery from the prior year’s learning.Indialantic Elementary’s high quality instructional faculty and staff has embraced the need and invested the time into researched-based professional development. They are always searching for ways to enhance their knowledge and use of best practices in the classroom. As they create and implement Professional Growth Plans to support the School Improvement Plan, teachers work, not as individual parts, but as one unit for the success for the school. Best Practice: Based on research, as it relates to the data analysis above, what should be best practices in the class room?Best Practice:Currently, Indialantic Elementary teachers are learning to design standards based lessons. As evidenced through administrative Classroom Walkthroughs, Indialantic Instructional rounds and by surveying teachers, progress is being made. However, standards based lesson planning is not consistently utilized throughout the school. Research tells us that in order to be globally competitive, students need to be able to refine their knowledge, retain it, apply it and transfer this knowledge. Student learning needs to be about enduring learning and not fact retention. The rigor of the new Florida State Standards are designed to help students to have the skills necessary to be productive, well rounded and capable citizens. Although the data above shows a trend of improvement, our mission is to continually improve and have students reach their full potential. The core mission of formal education is not simply to ensure that students are taught but to ensure that they learn. This simple shift—from a focus on teaching to a focus on learning—has profound implications for schools.” (DuFour 2004).To meet this goal the faculty and staff are committed to continue with the “best practices” proven to through either research or evidence base to improve student achievement. The last few years the teachers of Indialantic Elementary have focused on incorporating high yield strategies of summarizing, extended-thinking and Number Talks. As we move in the direction of a more student centered climate where students are doing the majority of the talking and teachers are there as facilitators we are learning the new standards. In Classrooms that Work (2007), Cunningham and Allington purport by asking questions that have more than one answer, engaging students in conversations, encouraging students to problem solve, and self-regulate and monitor their own comprehension…improves student achievement. Last school year we incorporated a walk through observation instrument that allowed us to determine the standard being taught, if it meet the full intent of the standard, and the level of cognitive complexity. This observation tool help our faculty in realizing the importance of knowing what the standard was wanting the student to know, understand and do. This in turn is helping us with the paradigm shift of creating lessons and then matching to the standards to starting with the end in mind and knowing what the outcome is to be. While it is not a new concept as Ralph W. Tyler introduced this concept back in 1949 and the name of “Backward Design” was introduced in 1998 by Jay McTighe and Grant Wiggins, it was still not an embedded process for most teachers. The benefit of starting with the end in mind leads to a more focused and organized learning process for both students and teachers. According to Doug Buehl (2000),[7] advantages of backward design include:Students are not as likely to become so lost in the factual detail of a unit that they miss the point of studying the original topic.Instruction looks toward global understandings and not just daily activities; daily lessons are constructed with a focus on what the overall "gain" from the unit is to be.Assessment is designed before lesson planning, so that instruction drives students toward exactly what they need to know.This summer administration and teacher leaders attended training for implementing the Understanding By Design model. This model of developing curriculum ties together all the initiatives that have been implemented over the past several years in the district and school based. Furthermore, this summer our faculty was able to come in for two weeks to conduct “curriculum mapping”. This became possible through the support of our PTO and SAC. The teachers collaboratively analyzed the standards, determined how they would assess the students and then gathered resources to teach the content and skills. Our teachers were actually doing the Understanding By Design model before it was presented to the faculty. The teachers throughout this school year will learn how to prioritize standards, determine what a good “essential question” is and develop units of study going through the three stages of UBD. In the first stage teachers are determining what the desired results are and this is where “essential questions” come into play. The term “Essential Questions” was first introduced by Grant Wiggins in the 1980’s (McKenzie, 2005). Wiggins and Jay McTighe define essential questions as “questions that are not answerable with the finality in a brief sentence…Their aim is to stimulate thought, to provoke inquiry, and to spark more questions – including thoughtful student questions – not just pat answers” (Wiggins & McTighe, 2005, p. 106). Essential questions keep us focused on inquiry and not on just answers. Essential questions are at the top of Bloom’s Taxonomy and Webb’s Book of Knowledge which requires students to evaluate, synthesize, or analyze. In stage 2 teachers are developing their “evidence” how they will know that the students have real meaning-making and transfer of the goal. Teachers need to analyze assessments to see if they are valid indicators of what the desired outcome was. Finally, stage 3 is the development of what and how we are going to teach so that the students will logically meet the desired goal. UBD reflects the convergence of two interdependent ideas: 1) research on learning and cognition that highlights the centrality of teaching and assessing for understanding, and 2) a helpful and time honored process for curriculum writing (Wiggins & McTighe, 2005). Each year, Indialantic Elementary continues to build a wide repertoire of professional development in order to enhance instruction. By implementing Units By Design, teachers will be able to reinforce their teaching techniques and continue to strengthen their skills, enhancing classroom strategies that promote rigor and relevance throughout the curriculum. School-Based Goal: What can be done to improve instructional effectiveness?All Indialantic teachers will increase their depth of knowledge of the strategies and processes involved in addressing the rigor of the Florida Standards through prioritizing, developing common formative assessments, and developing lesson plans utilizing the Understanding By Design format. Strategies: Small number of action oriented staff performance objectives.122169827190Barriers Action StepsPerson ResponsibleTimetableBudgetIn-ProcessMeasure1. Teacher buy in to prioritizing standards based instruction through Units By Design. Share during preplanning PDD and throughout 2015-2016 year.Principal, Assistant Principal, and Teacher LeadersAugust 2015$0Preplanning Agenda2.Aligning Instruction and formative assessments to Standards1. Curriculum Mapping2. Provide Monthly PD of standards based instruction through the teachers teach teachers framework.3. Conduct instructional round walk through.4. Utilize Standards based instruction to develop Units By Design.TeachersPrincipal, Assistant Principal, and Teacher LeadersPrincipal, Assistant Principal, and Teacher LeadersTeachersJuly 2015MonthlyOct. – Feb. MonthlyOctober – February????PTO Funded$50$1000 for substitutes$0Teacher Produced Curriculum MapsAgendas For Trainings Quality inspection o formative assessments/Data Collected from the cognitive level of complexity instrumentGrade Level Units By Design 3. Teacher time Constraints to collaborate and plan standards based lessons. Scheduled weekly Standards Based Lesson Planning grade level meetings.Assistant PrincipalBi- Monthly$0Standards Based Lesson Plans5. Increase number of on-site experts in science. Schedule teachers to FAST ConferenceMrs. Etherton and Mrs. SchneiderOctober 2016$600Agenda of teacher presentation.Training Agendas6. Increase number of on-site experts in math. Schedule teacher to FCTM ConferenceMrs. Miller and Mrs. HodgeOctober 2016$600Agenda of teacher presentation. Training Agendas7. Aligning quality inspection of the Florida Standards to grade level curriculum to ensure fidelity.Develop an Assistant Principal Leadership Team with 5 AP’s from various South Area Elementary SchoolsPrincipal,Assistant Principal Leadership TeamOnce each semester$200Copy of Florida Standard Instructional Round Tool Data8. Aligning priority standards/formative assessments to current curriculum map. Develop aTeacher Leadership Team with 5 teachers from IEPrincipal,Assistant Principal,5 Teacher LeadersOnce each 9 weeks$ 500Copy of Curriculum Map and revisions of Map after reviewing the data from each grade level9. Enhancement of science activities for students below grade level.Provide instruction after school for an hour. Principal, Assistant Principal, and TeachersOnce a week in the month of January$ 346ASP FundsEnd of year ASP report10. Enhancement of Reading/Math activities for students below grade level.Provide instruction after school for an hour twice a week. Principal, Assistant Principal, and TeachersTwice a week in February and March$ 4131ASP FundsEnd of year ASP reportEVALUATION – 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.Qualitatively, the Indialantic 2015 Florida Standard Survey was conducted in September of 2015 to determine the teachers’ level of understanding of the new Florida Standards in Mathematics and Language Arts. ?Based? upon the? five question survey administered to teachers; 65% had a strong understanding of the new Mathematics and Language Arts Florida Standards. 52% of teachers were comfortable creating a lesson based on one of the new MAFS and LAFS. 70% of the teachers felt that their lessons from last year would meet the new MAFS and LAFS standards implemented this year. 70% of teachers felt their classroom assessments math the level of rigor of the new MAFS and LAFS.? Teachers estimated that 41-60% of their lessons came from the state adopted textbooks. ?????Based on this qualitative teacher data, our expectation after training and implementation is that all teachers will be knowledgeable, comfortable and implementing the new Florida State Standards. Using teachers can familiarize themselves with the new MAFS and LAFS listed on the standards drop down screen.? Teachers will complete the Florida Standard Survey at the end of the year to measure growth. Evidence of this consistent and pervasive implementation will be gathered from classroom demonstration of the targeted skills during administrative walk-throughs, teacher lesson plans, and participation in monthly faculty trainings. Qualitatively, on the end of the year survey 75% of teachers will indicate the School Improvement Plan had a significant influence on their instruction.? Additionally, teachers will develop Professional Growth Plans (PGP) that incorporate either Units by Design, prioritizing or aligning Standards Based instruction, or qualitative student achievement centered goals.? Teachers’ PGPs will be connected to the School Improvement Plan and in turn to the county strategic plan. The plans will be evaluated for development and implementation utilizing the district established rubrics. 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?Maintaining or increasing our percentile ranking in the state is how Indialantic will measure student achievement since Florida State Assessments have changed and the levels have not yet been established. Data from the kindergarten Literacy Survey, BELLA 3-6, and FAIR 3-6 will be collected to differentiate instruction. Targeted skill lessons are delivered to BGL students in intervention groups and on-going progress monitoring, data is collected and analyzed during data meetings. Writing will be assessed in all content areas by classroom teachers. Social Studies and science district assessments will be given throughout the year and grade level teams will analyze strengths and weaknesses and use this information to drive standards based instruction.Academic AreaEOY Assessments 2015EOY Assessments 2016Reading Proficiency (BELAA)2nd graders at 70% or higher96%98%3rd graders at 70% or higher71.42%75%4th graders at 70% or higher73.26%77%5th graders at 70% or higher64.95%67%6th graders at 70% or higher77.67%80%Math Proficiency (DRMA)1st graders at 70% or higher98%100%2nd graders at 70% or higher80.76%85%3rd graders at 70% or higher87.5%90%4th graders at 70% or higher58.82%65%5th graders at 70% or higher58.6%65%6th graders at 70% or higher49.56%55%Science Proficiency (FCAT 2.0)15th in District 10th in DistrictPart 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. 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.MULTI-TIERED SYSTEM OF SUPPORTS (MTSS)/RTIIndialantic Elementary adheres to the MTSS model and follows the guidelines set forth by the district. Data is utilized to answer questions about the effectiveness of all Tiers of instruction, this allows the teachers to identify and align all available resources. School-wide, grade level and classroom data is analyzed to determine the effectiveness of Tier I instruction monthly. The specific focus is on data trends indicating curriculum needs, specific classroom needs and individual student needs. The data is utilized for Response to Intervention groups, instructional strategies, and progress monitoring.Indialantic’s school guidance counselor is responsible for the MTSS cyclical process. In addition, she schedules IPST meetings and monitors compliance with required documentation. Administration and guidance work with teachers and monitor RtI to ensure fidelity of the MTSS process. IPST meetings are held every Thursday and include input from team members on how to best address the student’s instructional needs and apply intervention resources which have the highest impact. Teachers work with the literacy coach, resource teachers, school psychologist and Exceptional Support Specialist to obtain strategies and curricula to best meet the needs of the student. The principal, assistant principal, and literacy coach also hold data team meetings with grade levels to monitor classroom instruction by looking at number of students that are falling in Tier I, Tier II, Tier III and monitor their movement throughout the tiers. Tier I data is obtained by reviewing district required assessments on Performance Matters, FAIR data from the PMRN, PASI, and PSI data from K-2. Tier II data is comprised of data collected by teachers using research based differentiated instruction in a small group setting. The administration and guidance counselor then meet throughout the year with grade levels to go over collected data and monitor students’ progress and recognize students who need to move forward to the individual problem solving team (IPST). Our individual problem solving team consists of the staffing specialist, school psychologist, behavior analyst, speech and language pathologist, parent(s) and leadership team. The goal of the problem solving team is to make informed decisions concerning school wide implementation and changes to instruction, curriculum, and environment based data. The IPST looks at data collected, student scores on classwork, district, and state assessments and compares them to their peers at the class and grade level averages. The whole MTSS process has been explained to the faculty during previous school years. In addition, each grade level was given the MTSS manual written by district personnel. During pre-planning the process is reviewed with teachers and they are provided with instructions and examples of the MTSS process and documentation. Administration monitor’s the MTSS process through data team meetings, IPST meetings, and information gathered from Performance Matters. 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??Indialantic Elementary enjoys a very active and positive parent involvement in many activities. The Parent Teacher Organization supports the school in a multitude of ways with the greatest impact of providing funds for technology and resources. Various parents provide academic support in the area of reading, math and science. Indialantic has parents that prepare, organize, and conduct science experiments in the school science lab. A large number of parent volunteers assist in small group instruction in reading and math. In September of 2013, a group of fathers began the Indialantic Dads Club. The members of this group help with grounds upkeep, fundraising for technology, and overall school support. The Brevard Parent Survey that is conducted each spring indicated an increase of positive response in all categories from communication, to friendliness of faculty and staff from the previous year. Also in this survey, 82.05% of the parents responded that they have attended informational meetings at school and 95.31% indicated that information presented was useful. Additionally, 78.09% of the parents feel valued and satisfied in their level of participation in school decision-making. According to the 2014-1015 BPS Parent Survey, 49% of our parents responded rated their satisfaction with our enrichment activities. To maintain our strengths, Indialantic will continue supportingLego League. The club continues to compete successfully at the district level.? This club highlights the students’ ability to program an autonomous robot to complete a specified obstacle course. Math lessons are developed to support Science instruction to help foster the real world connection.?? According to the 2014-2015 BPS Parents Survey, 31% of participants conveyed dissatisfactory ratings with the school website. Comments included: “All teachers should have live links to their emails”, and the site was “Hard to Follow”. In an effort to address parent concerns, Indialantic will regularly update current events, resources, and provide live links to teacher emails accounts.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 2.2.3, 2.2.4, 2.2.5The data for the Strategic Plan Indicators can be located on the following survey pages. Elementary Student Survey: 21st Century Skills – Refer results pages 3 – 4Online Safety – Refer results pages 4 – 6School Safety – Refer results pages 6 – 7Secondary Student Survey:21st Century Skills – Refer results pages 4 – 6Online Safety – Refer results pages 6 – 7School Safety – Refer results pages 7 – 8There are four strategic plan indicators (1.4.2, 1.4.3, 1.4.4, and 1.4.5) that relate to promoting 21st Century skills. Indialantic Elementary faculty and staff will increase student perceptions of these indicators. Providing teachers with Summarizing and Extending Thinking and Number Talk strategies for increasing student engagement (1.4.2) in the classroom will support students in acquiring these 21st Century skills. The Teacher Professional Development Team will model one new strategy a month to teachers and each month teachers will have time to reflect on implementation of this strategy within their class. Support will be provided to teachers implementing by allowing time for them to observe a peer teacher, grade level discussions on student engagement. Having students set academic, behavior and personal goals in their data notebooks (1.4.3) will help them to see how school supports their goals for their future. Training provided by the media specialist in technology to help students to use technology strategically to support their learning (1.4.4) and purchasing additional technology for student use in the classroom. All teachers are provided computers, and interactive whiteboards to use in the classroom. The technology and media specialist provides support through training on applications used at the school as needed throughout the year (1.4.5).Strategic Plan Indicators: There are three strategic indicators (2.2.3, 2.2.4, 2.2.5) that relate to a safe learning environment. Each school year, teachers review the school-wide discipline plan. During preplanning, teachers created class expectations utilizing the acronym for S.O.A.R. These were then shared with students who then interpreted the into age appropriate language (2.2.3) and as appropriate thereafter. Two Sheriff Deputies are scheduled to address bullying (2.2.5) and steps to deal with a bully through classroom presentations. Information is shared about how to file a bully report to both parents and students via the school newsletter and on the school website (2.2.3). Data on discipline is shared with faculty monthly during a data team meeting.Elementary Student Survey: Promotes 21st Century Skills 1.4.2 (collaborating with others-67.24% to 75%, participating in teaching and learning- 74.48% to 80%, demonstrating knowledge-66.21% to 70%), 1.4.3 (school will help them later in life-83.1% to 88%), 1.4.4 (use of technology tools/projects reading-34.48% to 40%, math-24.83% to 28%, science-33.79% to 35%, social studies-24.48% to 30%), 1.4.5 (how well the following skills are being learned at school:teamwork-75.86% to 80%, effective communication-71.38% to 75%, meaningful projects-75.17% to 80%, practical use of technology-58.96% to 70%, real-world issues-61.73% to 65%, how to research-71.72% to 75%, organizational skills-56.56% to 60%, personal character-70.69% to 75%)Online Safety (learned about on-line at school 86.55% to 90%), (have I ever been cyber-bullied 4.14% to 1%), (if cyber-bullied I would tell an adult 80.69% to 90%, tell a friend 38.62% to 37%, change screen name, e-mail or phone number 30.69% to 50%) The media specialist conducts on line safety classes in during student activity times. School Safety (2.2.3 feeling safe at school-88.28% to 95%, 2.2.4 question relating to being threatened by another student 21.03% to 1%, and 2.2.5 being afraid to attend school because of bullying-8.62% to 1%). EARLY WARNING SYSTEMS (SB 850) Please complete 1 – 3List any additional early warning system indicators and describe the school’s early warning system. ELEMENTARYAttendance below 90 percent, regardless of whether absence is excused or a result of out-of-school suspensionOne or more suspensions, whether in school or out of schoolLevel 1 score on the statewide, standardized assessments in English Language Arts or mathematicsOtherAdd any additional EWS indicators here.*High Mobility Rate This section captures a snapshot of the total number of students exhibiting a respective indicator or set of indicators during the 2014-15 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 2015-16.:The number of students by grade level that exhibit each early warning indicator listed above.Fill in BLANKS with data from 2014-15 School Year - Number of StudentsGrade LevelK123456789101112Total Attendance <9032521332332241 or more ISS or OSS0030109Level 1 in ELA or Math6Course Failure in ELA or Math0Students exhibiting 2 or more indicators19231525204120Describe 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).Indialantic Elementary has a school based leadership team that meets weekly to review on a regular basis the goals and data that is collected to show evidence of our school improvement efforts. All grade levels have a clear intervention time in the master schedule to provide targeted instruction during this time period. Performance Matters, RTI database, and other district and teacher –created assessments are used to identify students in need. Monthly meetings with the school psychologist and grade level teams discuss student concerns and create a plan utilizing research based strategies to meet the needs of identified students. The teams are trained by the school psychologist on the 8 step problem solving process and discuss barriers and actions necessary to increasing student achievement. Staff members are provided ongoing data in the data room that tracks results from assessments grade-level teachers determined were the most accurate to assess student academic progress.School improvement goals are determined through a collaborative process with the entire school staff. The structure of the school has established a three tiered systems of service delivery including tier 1which is core instruction provided to all students, tier 2- supplemental instruction, and tier 3 intensive strategies. Standards based instruction is the focus for planning during all levels of instruction. Teachers are encouraged to use Units by Design to implement lessons that meets the level of complexity for the standard being taught. The ELA Coach and ESE Resource teachers analyze student data and provide training for classroom teachers in this intensive instruction. Training for support staff is provided as needed on diagnostic testing, program implementation, and data collection. A master calendar with non-negotiable meeting days are provided to teachers to analyze data (tier 1- whole class or grade level data, tier 2/3 – interventions and materials). A school resource inventory was collected and is available for check out through the Literacy Coach and Media Center. All teachers maintain data notebooks, and some grade-levels are encouraging students to track their own data for self-evaluation purposes. Student data is collected to inform instruction and make decisions about tiered supports. A review of Brevard County decision trees with faculty is done at the beginning of the school year, and again at the beginning of the second semester. Calendars are established for walk-throughs for tier 1 instruction that aligns to the requirements for the teacher evaluation purposes. Interventions are monitored for fidelity of implementation by ELA Coach and administration and feedback is directly related to our School Improvement Plan throughout the entire process. Teachers are led in a reflective process throughout the year, looking at Tier 1, 2, and 3 instructional practices at monthly faculty meetings and grade level meetings.STUDENT TRANSITION AND READINESS PreK-12 TRANSITION This section used to meet requirements of 20 U.S.C 6314(b)(1)(g).Describe the strategies the school employs to support incoming and outgoing cohorts of students in transition from one school level to another. Kindergarten Round-up: Each year in April Indialantic Elementary holds a Kindergarten Round Up. Notification goes out in the school newsletter, is placed on the school Marque and flyers are given to the area Preschools. Students and parents visit the school, take a tour of the facility, meet the special activity teachers, kindergarten classrooms and view a video of the Kindergarten program and curriculum. 6th Grade Tours: The various middle schools that offer specialized programs visit our school and give presentation of their programs. The music program from Hoover Middle provides opportunities for our students to get excited about band and chorus when watching them perform at Indialantic. Administration at both Hoover and Indialantic are collaborating on tours for the sixth graders to experience what middle school will be like. ................
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