Www.brevardschools.org



Brevard Public SchoolsSchool Improvement Plan2018-2019Superintendent: Asst. Supt. of Leading and Learning:right50800Dr. Stephanie Soliven00Dr. Stephanie Soliven1905050800Dr. Mark Mullins00Dr. Mark Mullinsright511891Jefferson Middle School00Jefferson Middle Schoolleft482600Sherri Bowman00Sherri Bowman Supervisor: Name of School:right301427Michelle Freeman00Michelle Freeman19050294640Meara Trine00Meara TrinePrincipal: SAC Chairperson:School Grade History2017-18: A2016-17: A2015-16:Acenter676522Connections 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 communications 00Connections 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 communications Mission Statement: Our mission at Jefferson Middle School is to empower, nurture success, and pursue excellence for all students.Vision Statement: Perseverance is the KEY to Success.Stakeholder Involvement in School Improvement Planning: Briefly explain how stakeholders are involved in the development, review, and communication of the SIP. We communicate our mission, vision, and School Improvement Plan (SIP) goals through several avenues. Our vision and mission are included in all of our school publications including our newsletter, student handbook, and website. Our school-wide, SIP goals are developed with input from teacher leaders, parents, and the SAC committee. The SIP is shared on our school’s website and in other communication avenues. A copy of the SIP is located in the front office and is available upon request. Teachers have an opportunity to discuss and analyze progress towards SIP goals during department meetings, faculty meetings, team meetings, leadership team meetings, and professional development opportunities. Parents, community members, and students discuss and analyze SIP progress through SAC meetings. 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? Jefferson Middle School has many successful professional practices in place that allow our students many opportunities for success. Jefferson offers common planning for departments, Zero Tolerance for Zeros (ZTZ), Statesmen Strong, course recovery, and tutoring.Tutoring is offered by every teacher either before and/or after school. Statesmen Strong is a program we offer as a weekly intervention (40 minutes), during the school day on Thursdays. Last year we implemented a new after school course recovery program that allowed 26 of our students to repeat the first semester of a failed course in order to allow them to be promoted. With ZTZ, approximately 50 students were able to be promoted that otherwise may have been retained or would need to attend summer school. These programs allow student to complete missing work and get assistance/interventions for unfinished or missing work. Statesmen Strong has allowed students to receive additional instruction as an intervention for their area of weakness. If the area of need changes, students can report to the class where they need more assistance. This has become a very successful practice and allows students, that otherwise could not attend tutoring, due to transportation, a way to get the help they need.Jefferson Middle School’s EDI Insight Survey results indicated increases in Leadership, Peer Culture, Professional Development and Academic expectations had the highest increase of 0.6 points each. The overall score for the Domain of Learning Environment decreased by 0.3 points. The main areas of concern were the ones related to Student Behavior:Across my school, there are consistent expectations and consequences for student behavior. (Decreased 12 percentage points from 76% to 64%)Teachers and leaders at my school immediately address student misbehavior in shared school spaces like hallways and the lunch room. (Decreased from 85% to 64%)School leaders provide me with the resources and support I need to maintain high standards for student behavior in my classroom. (Decreased from 82% to 69%)Brevard County has implemented a county wide disciple plan to help with the consistency of consequences for our students. This has not necessarily been received well by all stakeholders in regard to minor offenses. In response, JMS has instituted a Lunch detention to address issues as they happen during the lunch time. This lunch detention has also served as an alternative detention for students without after school transportation. This allows the student to receive consequences for behavior while not placing an undue hardship on parents. Furthermore, JMS has created clear schoolwide expectations as part of our PBIS (Performance Based Intervention Support) program. What are the areas of successful student achievement and what data shows evidence of improvements? What are the concerns with student achievement? Provide data to support concerns. Jefferson Middle School (JMS) continues to be one of the top performing middle schools in Brevard County. We are currently ranked as the number 2 traditional middle school in Brevard County. Last year JMS focused on Social Emotional Learning and connecting with students. This resulted in improved scores in Math, which was an area of weakness the year before. We made increases in Science (+5 points) and all areas of Math; % at Level 3 and above (+5 points), Learning Gains in Math (+1 point), Lowest 25% (+9 points) and MS Acceleration (+3 points). In 2016-2017, JMS ranked 9th for 8th grade math with only 29% of students receiving a level 3 or higher on the FSA. For 2017-2018 we increased from 29% to 41% and are now ranked 4th in the district.Although we were thrilled with the improvements in math, the reverse happened in ELA. JMS saw decreases in many areas of ELA: Levels 3+ (-2 points), Learning Gains (-10 points) and the Lowest 25% (-3 points). Based on the 2015-16 FSA results in reading for our 7th graders, a commitment was made by previous administration and English Language Arts teachers to incorporate a 90 minute reading block for all of the basic language arts 7th grade students in the 2017-18 school year. This was a great idea, but unfortunately, it did not produce the desired results. Before our presentation to the teachers on research based student engagement structures, the assistant principal and literacy coach shared the achievement gap data with all teachers, counselors and administration. This data showed that we are contributing to the decline of Brevard County’s achievement gap. Our students that are African American, Socio-Economic and/or Students with Disabilities have had continuous declines. In an effort to address this issue, one item we are using will be the (CICO) Check in/Check out program. Students with more than three early warning systems were assigned mentors to check up on them daily CICO program. Of the students that participated in this program only three did not complete the program and 10 of the others improved their grades and/or attendance. Additionally, the administration and guidance counselors, did weekly checks on all the students that failed a core course first semester and worked with them weekly to set goals for their grades for the week. This was a very successful program in that it helped meet the social emotional needs for some students and allowed relationships to form. It helped to make the students more responsible for their learning and accountable for their actions.GRADE% AT LEVEL 3+LEARNING GAINSLOWEST 25% LEARNING GAINSMS AccelerationPoints EarnedGRADEGRADEREADINGMATHSCIENCESOCIAL STUDIESREADINGMATH LOWEST 25% READINGLOWEST 25% MATHMS ACCELERATIONPOINTS EARNED GRADE.2016A6174677652604153765602017A6670628066635841785852018A647567805664555081592Write a 2-3 sentence summary explaining how the data above provides the rationale for your goals, barriers and action steps. In reviewing Kagan Structures and Hattie’s Visible Learning research, there is an average effect size of .89 when students that are engaged in learning. Additionally, when students are engaged, there are less discipline referrals, increased test scores and a positive impact on teachers and students. By incorporating these student engagement strategies, we will reduce the number of referrals and increase student achievement.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.)Standards Based Instruction (SBI) is monitored through classroom walkthroughs, standards based common assessment results, and visits from our district resource teachers. Beginning with the new administration in the 2018 school year, it has become an annual tradition to invite district resource teachers from each content areas to walk through classrooms with administrators to identify the “look fors” for SBI. Each content area has a scope and sequence created by the district with a webpage for teachers to access to help them. Each administrator works with two content areas to give feedback on practice and the implementation of standards. If needed, support is provided to improve practice.School-Based Goal: What can be done to improve instructional effectiveness?Connections to District Strategic Plan: Obj. L4: Provide equitable support for every student’s social emotional development.Jefferson Middle School will continue to provide social emotional development for our students while also integrating research based strategies and structures to improve student engagement in the classrooms. By implementing these strategies and structures schoolwide, there will be an increase in both ELA and Math FSA scores.Strategies: Small number of action oriented staff performance objectives.BarrierAction Steps to Overcome BarrierPerson ResponsibleTimetableIn-ProcessMeasureTeacher buy-in for student engagement structures, implementation of PBIS & Social Emotional Learning by all staff, and the connections of these changes in practice to increased student achievement.Training for becoming a PBIS school.DISC (Discipline in the Secondary Classroom) training for the DISC team.DISC (Discipline in the Secondary Classroom) training for all new teachers.Kagan Training for at least one teacher in each department.Pre-Planning training on implementing engagement strategies in the classroom, expectations for PBIS, Sand Dollars, Hattie Effect size information, Kagan info gram.Presentation to students for school wide expectation.Review of student expectations for school and each classroom. PBIS Team meets once a month to review data and discuss next steps.Return of PLCs by department for common assessments.District Resource PLC training for school leadership team.PBIS & Kagan Coach Modeling for teachersTeachers sharing their utilization of engagement strategies and results at monthly meetings.Early Release Professional Development Trainings.AdministrationPBIS CoachPBIS TeamDISC TeamKagan CoachLiteracy CoachClassroom TeachersAug – MayQuarterlyMonthly Classroom Walk- throughStudent behaviorStudent gradesStudent attendance ratesAssessment resultsPBIS dataDiscipline dataCelebrations of success for studentsCelebrations of success for teachers.Teachers sharing best practicePBIS StoreTeam and Department Agendas and Minutes EVALUATION – Outcome Measures and Reflection-begin with the end in mind. Qualitative and Quantitative Professional Practice Outcomes: Measures the level of implementation of professional practices throughout your school. If the teacher is the single most important factor for student improvement, then all trainings in the areas of student engagement and social emotional learning will be beneficial for students and teachers. Schoolwide expectations and classroom expectations will be based on PBIS: Responsible, Respectful and Prepared. 90% of teacher will implement at least one student engagement strategy during the school year. 90% of teachers will use the schoolwide quiet signal.At the end of the school year, teachers will take a survey to identify the strategies used, areas of need and other positives and deltas of implementing the school SIP goal in order help determine next steps in our Improvement Plan.Qualitative and Quantitative Student Achievement Outcomes: By the end of the school year, students in the lowest 25% (bottom quartile) will increase their learning gains in FSA Math and FSA ELA by three percentage points, from 55% to 58%. By the end of the school year, JMS FSA data will show that students scoring a Level 3 or higher will maintain or improve for the 2018-2019 school year. By the end of the school year, the students with overall learning gains in Reading will increase from 56% to 59%. The students with overall learning gains in Math will increase from 64% to 67%.By the end of the school year, the number of students in our EWS with <90% attendance will decrease from 198 (2017-2018) students to 193 or five percentage points (2018-2019) students. By the end of the school year, the number of students receiving an out of school suspension will be reduced from 62 (2017-2018) to 60 ((2018-2019). As a measure for students participating in the check-in/check-out program, the following will be reviewed each semester: student achievement, semester failures, discipline data, attendance rate, student engagement through informal teacher observation.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. List below who monitors the Early Warning System and how often. The guidance counselor, assistant principal for curriculum and the dean of discipline monitor students EWS each 4.5 weeks. If a student misses more than five days, the Dean will contact the parents. The Dean will also schedule a conference with the parents, student and a guidance counselor. 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 Level789101112Total Attendance <90108901981 or more ISS or OSS233962Level 1 in ELA OR Math603696Course Failure in ELA OR Math184866Students exhibiting 2 or more indicators434891Describe 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).The most popular intervention available at JMS, with students and parents, is the use of the Jefferson Middle School Tutoring Schedule. This schedule shares additional help sessions each teacher at Jefferson has committed to providing for students throughout the week. Another is our use of Statesmen Strong which is a 40-minute period, once a week that students use to make up assignments, tests, and get extra help. Students are given a pass from their teachers and sent to the appropriate class for interventions. This type of fluid placement assignment allows teachers to meet individual student needs. Identification for extended Statesmen Strong services is based upon formative assessment data from the week, teacher recognition of need, and/or summative assessment data. In addition, our school psychologist will be facilitating group sessions during Statesmen Strong time that will be based on The Mind-UP Curriculum. We have developed a monitoring plan for student attendance and schedule meetings with the Dean, parents, students, and counselor of students with five or more absences. When necessary the dean will invite the Truancy Officer to attend these meetings. He is also in communication with parents regarding behavior and expectations. We also offer our daily Zero Tolerance for Zeros, in which teachers refer students for a working lunch to complete missing assignments. Our ZTZ and in school suspension will be monitored by one of our school counselors.? During this time, the counselor will work with students to help them prepare for academic success by setting goals, reviewing expectations, and listening to student concerns.? By adding this counseling piece, students will learn to express their feelings and anxieties by learning appropriate outlets for behavior. Additionally, we are implementing a school-wide Tiered Behavior System (PBIS) and our assistant principal of curriculum will be monitoring students in the EWS categories and facilitating a check-in/check-out (CICO) program for the students identified with three or more early warning indicators (tier 2). The assistant principal will recruit administrators, counselors, and other instructional staff interested as mentors. 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 2017 parent survey data collected. Respond to the following questions.? What are strengths and how will they be sustained?? What are areas of weaknesses and how will they be addressed??Jefferson has a very active parent organization, the Jefferson Parent Organization (JPO). Jefferson’s JPO participates in numerous school activities throughout the year. Our JPO also provides funding for many of our student activities. In addition, JPO members volunteer approximately 10,000 hours each year at Jefferson. The JPO also sponsors mini-grants for our faculty and staff in $300.00 increments. The administration meets with the JPO on a regular basis. We communicate with our parents through website news postings, Blackboard Connect calls, email distribution lists and Edline. All teachers are required to use Edline to communicate with parents and keep them informed about student progress. This year, we will also be upgrading to a different program for grading and websites. This program is call FOCUS. We will make every effort to have our parents sign up in Focus to be current on student grades as well as school functions. Jefferson involves parents as stakeholders in the school improvement process as members of our School Advisory Council. The School Advisory Council (SAC) and JPO meet monthly with school staff and administration to insure a collaborative effort in school and strategic planning/decision-making. One area of concern, according to the parent survey, was the lack of communication regarding school events and teachers posting on Edline. This area of concern has been addressed at faculty meetings as well as leadership meeting. In an effort to include all stakeholders, the principal sends home recorded messages, emails, newsletters, and posts flyers to our website. We have also implemented the use of Peach Jar to reach our parents. Peach Jar is an electronic messaging system that delivers digital flyers to parents via email. By using all these modes of communication to reach all stakeholders, we expect to see an increase in involvement of the parents in parent conferences, school events and open houses. This year we will invite dads and male guardians to join us for the Tied Together event that we will be hosting for all the boys on our campus. Additionally, only 16% of our parents replied to the survey, of those, 52% were interested in attending activities that would give information and opportunity for community service/volunteer opportunities, 41% planning for college and 36% information regarding social media awareness. These are items that we will address with JPO and the school leadership team as well as SAC to plan evenings that will address these concerns with the parents. 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. (Example: 6th to 7th grade; 8th to 9th grade) Jefferson Middle School is committed to building a sense of family and connectivity for all incoming sixth grade students. For this purpose, the Jefferson Administration is committed to providing instructional teaming. Which places students with a common cohort of classmates and MESH teachers. The Assistant Principal and Guidance Chair will invite all feeder elementary schools 6th grade lead teachers, counselors and assistant principals to an articulation breakfast to ensure they are well informed about 7th grade options and opportunities at JMS (they are viewed as JMS’s first line of contact for future parents). A second visit will occur to speak to 6th grade students. It is imperative that they receive information directly from JMS staff to promote open communication and accurate information. It also gives Jefferson a “face” for the students. JMS will also have an Incoming 7th Graders Parent and Student Open House. This event invites 6th grade students and parents to our school and allows them to receive information about our school, expectations, and tour our campus. This year we have also been invited to Stevenson Elementary School in the fall to tell parents what Jefferson has to offer their students. This will give us an opportunity to share all Jefferson has to offer prior to students making application to some of the area choice schools and/or programs.Providing information about High School is easy and unique at Jefferson. We feed into only ONE high school, so ensuring access to Merritt Island High School is easy. Jefferson provides two days for the MIHS guidance counselors to visit and input course requests for 8th grade students. MIHS special programs and academies visit the elective classes during lunchtime to promote their offerings for incoming freshman. COLLEGE AND CAREER READINESS This section is required for schools with 9, 10, 11 or 12. This section meets the requirements of Sections 20 U.S.C. § 6314(b).Describe the strategies the school uses to support college and career awareness, which may include establishing partnerships with business, industry or community organizations. Identify the career and technical education programs available to students and industry certifications that may be earned through those respective programs. Describe efforts the school has taken to integrate career and technical education with academic courses (e.g. industrial biotechnology) to support student achievement. Describe strategies for improving student readiness for the public postsecondary level based on annual analysis of the High School Feedback Report ( ). As required by section 1008.37(4), FL Statutes. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download