Brevard Public Schools



Brevard Public SchoolsSchool Improvement Plan2018 -2019Superintendent: Asst. Supt. of Leading and Learning:3914775137795K. Jane Cline00K. Jane Cline19050136525Dr. Mark Mullins00Dr. Mark Mullins19050368300Dr. Carol Mela00Dr. Carol MelaPrincipal Supervisor: 3956050379095Harbor City400000Harbor City Name of School:3962400298450Coleen Ward00Coleen Ward19050288925Joy Salamone00Joy SalamonePrincipal: SAC Chairperson:School Grade History2017-18: C2016-17: B2015-16: C-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: Our purpose is to create a safe environment where students are inspired to be lifelong learners and where everyone makes a difference.(Revisited 2018)Vision Statement: Students Who Rise Above: Teachers Who Go Beyond(Revisited 2018)Stakeholder Involvement in School Improvement Planning: Briefly explain how stakeholders are involved in the development, review, and communication of the SIP. Harbor City’s mission and vision statements are shared with all stakeholders through the school calendar, newsletters, and our school website. The objectives of our School Improvement Plan are developed every year after analyzing school data and the needs of our school. The School Advisory Council is made up of the principal, teachers, staff, parents, and community members; all representatives are involved in the school improvement process. Harbor City’s School Improvement Plan is connected to the District’s Strategic Plan working towards increasing student achievement and continuous teaching improvement. Our School Improvement Plan is shared for input with stakeholders and then communicated to all stakeholders, posted on the school website, and copies are available in the front office.Brevard Public SchoolsSchool Improvement Plan2018-2019Part 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 implementation of the School Improvement Plan through the emphasis on Professional Development and the monthly 90-minute planning times continues to be an area of focus for us as evidenced in the 2017 Insight report results under Professional Development that only 94% of our teachers agreed that we are committed to improving their instructional practice. The BPS vision of excellent instruction model enables us to plan collaboratively for opportunities for students to show gains in reading and math. Teachers plan and facilitate the learning environment through use of high quality, standards-aligned materials, and continually monitoring data.In October of the 2017-2018 school year, teachers at grades 3, 4, and 6 determined that a more rigorous reading program was needed and started to implement the Wit and Wisdom reading program. Teachers at these levels believe the rigor of the program focuses on complex text and allows students to demonstrate their learning through applying their learning to new content. We have purchased Wit and Wisdom for grade levels 2-6 for the upcoming school year as we believe the rigor will help our students engage fully in the work of the lessons and be responsible for doing the thinking the lessons demand. It was expected that starting a new reading program, as research suggests, may bring a decline in reading scores on state tests and that is what occurred. Our ELA scores in 3rd, 4th, and 6th grade declined and 5th grade which did not choose the new program increased their overall score in ELA by 7 points.We also continued professional development activities to help with the full implementation of a new math program, Eureka. While we did not see the improvement in math at all levels we had hoped for, our 5th grade showed a 7-point improvement. Our students who scored 3+ continue to improve at all levels compared to our scores prior to adding the Eureka Math curriculum therefore, we will continue to plan and implement the Eureka math program in Kindergarten through 6th grade. One of the concerns the data showed us last year was the need for consistency of science instruction throughout all grade levels. The seven-point drop in 5th grade science allowed us the opportunity to emphasize science strategies and content through integration in ELA. We increased our science scores on 2018 FSA Science to 51% of our students at level 3 or higher, an increase of 4 points. The continued emphasis on science strategies at all grade levels will support this continued upward progress. Write a 2-3 sentence summary explaining how the data above provides the rationale for your goals, barriers and action steps. The data displays a decrease in our math and reading scores with an increase in the area of science.? We noted that 5th grade scores increased in all areas. We also saw a continued trend in moving our 3+ numbers in Math at all levels and ELA in 4th and 5th grades. It is our goal to raise student achievement at all levels. We are pleased to note that the gap in student achievement between advantaged and disadvantaged students has continued to close as reflected in our School Best Practices for Inclusive Education (BPIE) Plan. We plan to accomplish this by not changing the curriculum in reading, math, or science once the school year has started. We will train teachers and emphasize the BPS Quality Instruction model to all teachers during this school year with an emphasis on the Instructional Practice Guide (IPG) Core Action 2 – Employ questions and tasks, both oral and written, that are text-specific and accurately address the analytical thinking required by the grade-level standards.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.)Grade level teams meet with administration, the Title I coordinator, and literacy coach for 90 minutes once a month.? During these 90 minute meetings the grade levels create lesson plans and activities that align with the ELA, Mathematics, and Science standards.? Through frequent classroom walkthroughs, classroom observations and conferences, the team is able to determine whether the instruction being delivered is aligned to the standards, making adjustments as needed. We meet with our director once a month to discuss student products to match standards, instruction, and assessment alignment. We monitor data in biweekly data chats with all teachers as another tool to measure alignment of standards to instruction to assessments.Teachers are provided on-going professional development opportunities on campus and off-site to improve their instructional practices.? Classroom teachers are provided opportunities to observe highly-effective teachers delivering standards-aligned instruction.? Teachers meet in collaborative teams to create, plan, and implement lessons learned via the various professional development opportunities.? Additionally, teachers present effective strategies and teaching techniques during faculty meetings.3248526320842ELA0ELA4571679056770030555534523740Math0MathSchool-Based Goal: What can be done to improve instructional effectiveness? We are going to share the common vision of instruction through clarifying and implementing the BPS vision for excellent instruction with an emphasis on the IPE Core Action 2 – Employ questions and tasks, both oral and written, that are text-specific and accurately address the analytical thinking required by the grade-level standards.Strategies: Small number of action oriented staff performance objectives.BarrierAction Steps to Overcome BarrierPerson ResponsibleTimetableIn-ProcessMeasureTime for Training of rigor in standards based instructionProvide time for training of rigor in standards instructionSchedule a 60 minute daily block for planning and training for all grade levels, four times a weekPrincipalOn-goingAgendas and minutesSchedulesConsistent coaching for teachers to learn and practice new strategiesMath coach and literacy coach will be assigned for coaching during 60 minutes, no less than once a weekContinue to plan for and implement 90-minute planningInvite district resource teachers to support classroom teachers Principal, AP, Math and Reading CoachesOn-goingAgendas and minutesTime for training and working in collaborative groupsSchedule and implement 60 minute daily planningPrincipalOn-goingScheduleImplementation of Core Action 2 in all grades Teachers will integrate and implement the Instructional Practice Guide (IPG)Core Action 2 of the BPS Excellent Instruction model. Walkthrough check lists will emphasize(IPG) Core Action 2 – Employ questions and tasks, both oral and written, that are text-specific and accurately address the analytical thinking required by the grade-level standards.PrincipalOn-goingWalkthrough observation sheetsEVALUATION – 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: Last year we met with teachers in the monthly 90-minute planning block alternating reading and math for professional development training. The 2017 Insight survey showed the 94% of teachers believe our school is committed to improving their professional practice. The teacher survey responses reflected a 95% satisfaction with the monthly 90-minute planning. Schedules and agendas showed evidence of collaborative planning for every grade level and team for 90 minutes once per month to develop standards-based rigorous plans. Weekly Learning Lab schedules reflected students’ engagement in math, reading, and science standards-based activities with the integration of technology. This year we will plan and implement training for all teachers in the BPS Excellent Instruction model with an emphasis on Core Action 2 – Employ questions and tasks, both oral and written, that are text-specific and accurately address the analytical thinking required by the grade-level standards; a common vision for support in teaching to the rigor of the standards. Teachers will share with each other at faculty meetings. We will also schedule district resource teachers in math, reading, science and technology to support our training, modeling and coaching efforts for all grade levels. Our bi-weekly data chats will review data with teachers of iReady math and reading at all grade levels to measure student progress. We expect steady increases each month at every grade level. It is expected that our ELA learning gains will show the same rate of improvement as our Math learning gains at all grade levels as evidenced on the 2018-2019 FSA.A triannual review of student data from formal assessments (iReady, QLA, District Science assessments, and District Math assessments) will show steady increases in student achievement at all levels. The 2018 Insight survey results will show an increase from 94% to 98% in the domain score for: My school is committed to improving my instructional practice. Our annual teacher survey will reflect that no less than 98% of our teachers are satisfied with the monthly 90-minute planning block and 60-minute planning/training time.Quantitative: Show baseline data and goals set for the end of the year. It is expected that our ELA learning gains will show the same rate of improvement as our Math learning gains at all grade levels as evidenced on the 2018-2019 FSA.Qualitative and Quantitative Student Achievement Outcomes: Qualitative: In pre/post surveys, measuring students’ feelings of aptitude in science and math, 65% of students (3-6) will show an increase in their belief that they are competent in science and math.Quantitative: The math and reading scores in grades 3-6 and science in grade 5 will show an increase in our level 3+ by 5 percentage points as evidenced by the 2019 FSA scores. Quantitative: Show baseline data and goals set for the end of the year. 2018 ELA FSA Scores 3+: 2019 ELA FSA Score 3+ target 3rd grade 50% 55% 4th grade 48% 53% 5th grade 57% 62%6th grade 41% 46%2018 Math FSA Scores 3+ 2019 Math FSA Score 3+ target3rd grade 47% 52%4th grade 49% 54%5th grade 63% 68%6th grade 53% 58%Part 2: Support Systems for Student Achievement(Federal, State, and District Mandates)For the following areas, please write a brief narrative that includes the data from the year 2017-18 and a description of changes you intend to incorporate to improve the data for the year 2018-19. 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. The MTSS problem solving team consists of the following personnel: administration, literacy coach, Title I teacher, guidance counselor, ESE teachers, classroom teachers, staffing specialist, and school psychologist.? We hold bi-weekly data chat meetings with each grade level.? There we discuss the students’ progress in ELA and Mathematics through analysis of: Florida Standards Assessments (FSA), iReady monthly progress monitoring assessments, Quarterly Literacy Assessments (QLA), Running Records, DIBELS Oral Reading Fluency, KLS, District Math Assessments, as well as classroom assessments and teacher observations.? Additionally, we monitor student behaviors on the Response to Intervention for Behavior (RtI:B) database.? Once a student has been identified, the classroom teacher meets with the literacy coach, ESE resource teachers, and/or Title I teacher to create a plan for collecting data, providing intervention(s), and monitoring progress.After the teacher begins providing interventions, the team meets to analyze the effectiveness of the intervention(s) to determine if the intensity, type, or delivery of the intervention(s) needs to be modified in any way. This process is supportive and effective in helping the team maintain vigilance on the achievement gaps and accelerating student performance.If a student continues to have difficulty after Tier 2 interventions have been implemented with fidelity, then the team will meet with parents to consider Tier 3 intervention options List below who monitors the Early Warning System and how often. The leadership team monitors the data in our data chat meetings every other week, and our Positive Behavior Team meets monthly to review behavioral data. 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 <90 302521202818161581 or more ISS or OSS 5 2 6 1 2 1 4 21Level 1 in ELA or Math14261411 65Substantial Reading Deficiency1588 312 or more indicators105671654 53Describe 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).At Harbor City, we focus our Title I support which is pull-out groups as well as push-in support towards students who have academic challenges.? Our Positive Behavior Support System supports all students, so students with behavioral concerns are benefiting from strategies used in this program.? Attendance has been an ever present challenge; however, we have begun a recognition and reward program that in conjunction with district protocols, will help improve student attendance rates.?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?? Harbor City has a high level of family and community involvement. The following is a chart showing our best practices (as reported in parent survey data) and how the practices will be sustained:Best PracticeHow it will be SustainedStake holders receive timely information about our Title 1 program, curriculum, assessments, proficiency levels, and other valuable information.Annual Title 1 meeting; Blackboard Connects message via phone calls, emails, and text messages; Open House; Grade level expectations pamphlet; School Advisory Council Meetings (SAC); Harbor Herald (our school newsletter); School Facebook; Flyers for eventsInvolving stake holders in decision makingContinue stake holders involvement in creating the Compact, Title 1 plan and PFEP; Stake holders as members of the SAC; Surveys after each event requesting input for future activities; Annual school surveyTraining stake holdersContinue our Family nights on the following topics: Reading; Science; Math and Social SkillsCommunity InvolvementContinue business partnerships with Suntree United Methodist Church, Community Credit Union, River -Run Church; Rolling Readers; Dominos; McDonalds; and Sky Zone.Increased Volunteer Hours (2017-18 over 5,000 hrs.)Actively seek volunteers; Offer Volunteer Orientation workshop; Continue volunteer partnership with West Shore Middle School, Suntree United Methodist and River-Run ChurchesIncreased attendance at Family EventsContinue start time at 6:00 p.m.; Continue having Suntree United Methodist Church provide food for the Family Night events; Provide workshops families have asked for in surveys.The only area of weakness identified on the 2018-19 surveys was the issue of available parking during arrival, dismissal and events held during student day and night time Harbor City is trying to alleviate this problem as quickly as possible. First, we have asked staff members to park at the rear of the school. Second, we are working with the district to remove a former security guard’s trailer and convert the area into more parking spaces. Hopefully, during this school year the project will be completed and parking will no longer be an issue. 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) Each year we host Kindergarten Round-up in May, notification is made via flyers to local daycares, monthly newsletter, school website and marquee. Our sixth grades host several opportunities for our students to meet the school counselors from their perspective middle schools. We work with middle schools to give our sixth graders an orientation to their new school. Harbor City Elementary office staff works together with administration to ensure that students in transition have their needs met. Our bookkeeper coordinates with transportation so that students can get to and from school safely. The office clerk communicates with parents and shares any concerns or questions that they may have during their time of transition. ................
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