All Levels - Brevard Public Schoolsaccountabilityandtesting.brevardschools.org/School Impr… · Web viewDuring the 2013-2014 school year, ... have a 1:1 ratio of computers in science

Brevard County Public SchoolsSchool Improvement Plan

2014-15

Name of School: Area:

Principal: Area Superintendent:

SAC Chairperson:

Superintendent: Dr. Brian Binggeli

Mission Statement:

To educate today’s students utilizing scientific discovery and the implementation of technology to meet the challenges of tomorrow’s world,

Vision Statement:

Our vision is to help each child develop their full potential while becoming creative producers and self-directed life-long learners. We will accomplish this through a commitment to excellence and collaboration between parents, staff, students and community.

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

The mission and vision is posted throughout the school and in the monthly newsletter. Additionally, the mission and vision are referred to in SAC meetings, staff meetings and parent meetings. The school improvement plan is available in the front office and is accessible to all on the school’s website. The plan is reviewed and monitored during School Advisory Council meetings, grade level meetings, professional development and faculty meetings.

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West Melbourne Elementary School for Science South Area

Dr. Neleffra A. Marshall Dr. Mark Mullins

Christina Uttlinger

Brevard County Public SchoolsSchool Improvement Plan

2014-15

Part 1: Planning for Student Achievement

RATIONALE – Continuous Improvement Cycle Process

Data Analysis from multiple data sources: (Needs assessment that supports the need for improvement-Examples may be, but are NOT limited to survey data, walk-through data, minutes from PLC’s or Dept. Mtgs. Move away from talking about every single data source and determine your rationale. Much like the PGP, what is your focus and why?)WMSS students score higher than the district and state averages on the FCAT every year and usually are one of the top 3 – 5 schools in the district for scores and percentage of students scoring proficient. However, upon closer inspection, the number of students scoring at the top two levels has decreased over the last two years. In fact, percentage of level 4 and level 5 students dropped from last year in reading (83% to 77%) and increased somewhat in math (73% to 86%).

The percentage of subgroups scoring proficient in reading for 2014 decreased for every subgroup except English Language Learners (ELL) which increased by 4% (89% to 93%). Even the White students decreased by 1% (96% to 95%). Reviewing the subgroups in reading revealed the following:73% of Blacks scored proficient (decrease of 6% from 2013)93% of Hispanics scored proficient (decrease of 3% from 2013)91% of Economically Disadvantaged scored proficient (decrease of 2% from 2013)83% of Students with Disabilities scored proficient (decrease of 14% from 2013)

When looking at Math proficiency for 2014, three subgroups experienced an increase in the percent of proficiency. Hispanics increased 1% (from 89% to 90%), Economically Disadvantaged also increased 1% (from 78% to 79%), and English Language Learners experienced the greatest increase of 5% (from 88% to 93%). The White subgroup decreased 2% (from 89% to 87%), and Blacks also decreased 2% (from 79% to 77%). Once again the Students with Disabilities experienced the greatest decrease. These students decreased from 93% to 79% proficient, a loss of 14 percentage points.

Data also showed a trend of decreased proficiency each year in writing. Writing proficiency is a major focus for the school because only 52% of 4th graders scored proficient on the 2014 FCAT Writes. In 2013, only 58% were found to be proficient and in 2012, only 51% were proficient. There is a definite need to focus on writing at all grade levels, kindergarten through 6th grade. Much was done to address writing last year, but a decrease still occurred. Looking at subgroup data for writing proficiency, the data looked even bleaker:


40% of Blacks13% of Hispanics14% of Economically Disadvantaged43% of Student with Disabilities

To determine the proficiency of the English Language Learners, the 2014 CELLA was used. Once again, writing came to the forefront as a focus area for the ELL students. When reviewing the 2014 CELLA results, the following percentage of proficiency for ELL students by grade level and test category was found:Listening/Speaking Kindergarten - 67%1st Grade - 100%2nd Grade - 100%3rd Grade – no ELL students4th Grade - no ELL students5th Grade - 100%6th Grade – no ELL students

Reading Kindergarten - 44%1st Grade - 83%2nd Grade - 100%3rd Grade – no ELL students4th Grade – no ELL students5th Grade - 100%6th Grade – no ELL students

Writing Kindergarten - 33%1st Grade - 50%2nd Grade - 75%3rd Grade – no ELL students4th Grade – no ELL students5th Grade - 100%6th Grade – no ELL students

While Students with Disabilities show the greatest deficit of the WMSS subgroups with regard to proficiency in reading, math and writing, all the subgroups need to be targeted to increase student proficiency.

A greater concern than proficiency rates is learning gains. Every student should experience a


year’s worth of learning (learning gain) each school year. Lack of learning gains for students has been a concern at WMSS for the last 3 years. Therefore, a close analysis was conducted to determine learning gains for the students taking the 2014 test. Overall, 29% of all WMSS 4th through 6th graders did not experience a learning gain in reading last year. When viewing the lowest 25% in reading, 19% did not achieve a learning gain in 2014. In math, 32% of 4th through 6th graders did not achieve a learning gain, and 22% of the lowest 25% did not experience a learning gain.

When analyzing learning gains for subgroups on 2014 reading, the following represents the percentage of each subgroup achieving a learning gain:23% of Blacks27% of Hispanics21% of Economically Disadvantaged23% of Students with Disabilities

When analyzing learning gain for subgroups on 2014 math, the following represents the percentage of each subgroup making a learning gain:36% of Blacks43% of Hispanics16% of Economically Disadvantaged36% of Student with Disabilities

WMSS has a large gifted population. Ninety-one gifted students tested in reading and math on the 2014 assessment. Much focus is given to the other subgroups, so it is important to review the gifted data to ensure this population is not being overlooked. Therefore, analysis was conducted on how successful the gifted students were in achieving learning gains. The following was found:82% of 4th grade gifted students showed a learning gain82% of 5th grade gifted students showed a learning gain73% of 6th grade gifted students showed a learning gainOverall, only 76% of the gifted students in grades 4 – 6 showed learning gains last year. This analysis confirmed what was feared. Almost one-fourth of the gifted students at WMSS were not reflecting a year’s worth of learning.

Considerations/Examples: What are the areas of success? Where are concerns? What trends do you see? What kind of data are you looking at within your school? What data do you use for teacher practice? How are teachers planning? Are plans Standards Driven? Are Essential Questions meaningful? What do CWT tell you about instruction? How will you monitor the depth of implementation?

Classroom observations, grade level meetings and PLC’s provided evidence that could explain why learning gains are not being achieved by 90% or more WMSS students overall and in each subgroup. Lack of rigorous instruction and the need for student engagement was evidenced during informal classroom observations and analyzing of lesson plans. In fact, during informal observations, data collected showed that 95% of the instruction observed was at Level 1 of Webb’s Depth of Knowledge.


Teachers analyze formative classroom data and summative data to help plan instruction. Teachers collaborate on best practices and get release time to plan together. Each grade level received a half-day or full day to have time to plan differentiated lessons. Teachers starting working last year to create essential questions aligned with their lessons and continue to do this. While lessons have standards identified, it has become evident that the standards are not always interpreted accurately and aligned effectively with the instruction, activities and essential question guiding the lesson. Standards based instruction could help teachers plan more rigor and ensure student engagement in the classroom and thus, increase student achievement, specifically learning gains for all students.

Analysis of Current Practice: (How do we currently conduct business?) Move any Action Steps that have become standard practice to this section.

Currently, West Melbourne Elementary School for Science is a Professional Learning Community where collaborative teams meet weekly to analyze student data and discuss research based strategies to utilize with students. The teams are grouped by grade level with an activity teacher, when scheduling permits. When the schedule does not permit, activity teachers are assigned to their own team. Research stresses that teachers need to collaborate with a collective focus. DuFour, DuFour, Eaker and Many (2006) stated that before student achievement can improve, teachers need to work together, interdependently, to analyze and impact their professional practice (p. 120). Therefore, the collaborative groups meet weekly with administration for 40 minutes and discuss student data and best practices. The software, Performance Matters, is utilized to disaggregate the data. The collaborative teams have established SMART goals, aligned the essential learning with state and district standards, and have identified prerequisite knowledge and skills needed for each standard. The tracking of student progress is done on intervention monitoring forms and through student data monitoring through Performance Matters. Vertical articulation teams consisting of subject area teachers, at all grade levels, meet 2-3 times per year to discuss specific prerequisite or new skills needed at each grade level.

In the classroom, teachers are focusing on using informational text and using graphic organizers to help students understand reading concepts such as main idea and details, cause and effect, problem and solution, and making inferences. The use of small group instruction is being implemented during reading to help remediate students that need to improve reading and increase the level of students already on or above grade level. Success Zone is also utilized daily with targeted interventions assigned to specific students. Teachers differentiate instruction, activities and assessment using tiered lesson planning.


Students are encouraged to read fiction and nonfiction books through an incentive program entitled “Books are Treasure.” This program was created by our media specialist as a substitution for the “Accelerated Reader” program. “Books are Treasure” consists of several higher level activities aligned with specific grade level deficits identified through the FAIR and BELAA administrations. These activities provide the students with higher level and more authentic choices for showing evidence of reading a Sunshine State book. This program is more aligned with the Florida Standards than “Accelerated Reader” which only required the students to answer a few lower level questions about a book that was read. This program is favorable to students and teachers and has resulted in increasing the rigor associated with providing evidence of reading comprehension of library books.

Research based practices such as Kagan Cooperative Learning, Daily 5 Café, and Informational Text strategies are also being implemented throughout the school. Kagan, Daily 5 Café and Informational Text reading strategies are implemented at WMSS to help students become self sufficient. Teachers in primary and intermediate classrooms are utilizing these strategies with small teams of students and different ability levels. The teachers use multiple cooperative learning activities derived from Kagan to develop a keener understanding of a skill or concept. The student teams are required to help each other learn these concepts until all members have successfully conquered an adequate level of understanding (Kagan, 2012). Kagan strategies are used across the curriculum to engage students in cooperative learning opportunities. The Daily 5 Café fosters independence for students in literacy. Daily 5 uses explicit and structured methods for teachers and students during the 90 minute reading block. Daily 5 Cafe consists of components called read to self, read to someone, listen to reading, work on writing and word work. These components help instill self-motivation in students and allow them to work independently during the reading block (Boushey & Moser, 2006). Teachers use at least one of these strategies weekly in their classrooms.

The entire faculty participated in a year-long training of informational text strategies during 2012-2013. These trainings were based on successful strategies to utilize with informational text by Linda Hoyt (2002). Teachers received training on one specific strategy each week and then utilized that strategy. Teachers instruct the students on how to implement informational text strategies when reading nonfiction. Teachers also model informational text strategies daily in the classrooms when presenting instruction and provide practice for students. During the 2013-2014 school year, the entire faculty participated in training in Tiered Lesson Planning and created at least 5 Tiered plans that had to be submitted to administration during the school year. Teachers utilize this type of planning when designing differentiated lessons.

The use of technology such as Nook e-readers, Nook HD tablets, laptop computers, E-Beam interactive boards, Education City software, NearPod application, Discovery Education streaming, Glogster interactive posters, Google Docs, Animationish, Moby Max, Lexia Suite, and Brain Pop are used to supplement the learning of all students in all subject areas. Some teachers use NearPod to conduct formative assessments and some grade levels developed common assessments using this software. Many teachers also utilize Pdf Viewer for computerized test taking or homework assignments. This year, all third grade students will receive and utilize a Nook HD tablet in every class and have the ability to use the device at home to complete homework assignments.


At WMSS, we feel that homework is an important activity for practicing a skill or concept. Homework is not treated as “busy work,” so only relevant and meaningful work is assigned for practice at home. Homework is a significant tool for formative assessment of content mastery. Therefore, it is of utmost importance that homework be completed. Research shows that a homework grade should reflect mastery of concepts of skills and not traits such as responsibility (Friedman, 1998). According to the literature, grades should reflect the level of the students’ knowledge and progress. The grade should also provide feedback to the students, parents, and teacher about what has been learned and what students are able to do with that knowledge (Walker, 2006). With this being the case, what role does a zero play in assessment of knowledge? According to several authors, giving students a zero lets them off the hook, seldom serves as a motivator for them to do better and is not an accurate reflection of what has been learned. While students do need to be responsible and accountable for their work, assigning a zero skews the grade and tends to be an inaccurate assessment of what the student knows. At WMSS, we want to accurately assess student knowledge and mastery of concepts or skills. We feel the need to emphasize a “no zero” attitude among the students and parents and provide an opportunity to hold the student accountable for missing work. This allows us to properly assess if a student has mastered the content being taught. Not only does this give the teacher an accurate picture of learning mastery but also can helps identify learning deficits and thus, alleviate splinter skills that affect student achievement. The current use of “Success Zone” at WMSS allows us to ensure our “no zero” policy and accurately assess student mastery of skills.

In addition to holding high expectations for student success, it is important to provide extra support to students (Williamson & Blackburn, 2010). Therefore, we implement a “success zone” for all students to satisfy the needs of the Multi-Tiered System of Support (MTSS). The students in Kindergarten, 1st, 2nd grade, and 3rd grade spend 45 minutes a day with a teacher and receive remediation and/or enrichment in areas determined by data, formative assessments, and teacher observations. Kindergarten and 1st grade employ “success zone” at the same time so eight teachers are available so students can be grouped more effectively by deficit skills. Second grade and 3rd grade also share the same “success zone” time so this can be accomplished. Fourth and 6th

grade receives 30 minutes daily, while 5th grade is able to implement 35 minutes of “success zone.” These times are scheduled within the school day and occur daily. Success Zone is built into the master schedule to prescribe necessary interventions at the critical elementary level. Teachers monitor the success rate of students during success zone weekly by analyzing formative and summative data.

In math, the use of manipulatives is allowing students a hands-on addition to math. Also, addition and subtraction strategies and composing and decomposing numbers is being used to foster a deeper understanding of number concepts. Problem solving strategies such as drawing a picture, guess and check, and highlighting important information is being used to reach all students. Additionally, the use of real-world problems for problem solving is giving the students the opportunity to see math at work. The use of small group instruction is being implemented during math to help remediate students that need remediation and increase the level of students already on or above grade level. Teachers were trained last year and have been utilizing more interactive technology with the students. Marzano, Pickering and Pollock (2001) stressed the importance of increasing critical thinking in mathematics, so teachers use Envision on-line with the students while continuing to utilize hands-on manipulatives and higher level critical thinking and problem solving activities.Final Version 8.12.14

Since WMSS is a school for science, it is important that we focus on incorporating research-based strategies in order to increase our students’ science knowledge. At WMSS, we use the 5 E Learning Cycle Model during science instruction. The 5E Model consists of engagement, exploration, explanation, elaboration, and evaluation (Bybee, 1994). This model of learning allows students to increase critical thinking, analytical and problem solving skills. Researchers warned that inquiry learning can only be effective if the teacher lays a foundation where the student begins to take more responsibility for their own learning (National Science Foundation, 1999). The National Science Foundation (2009) also urges teachers to focus less on what students know or are supposed to know and more on what the students do not know. Otherwise, students will be unprepared to deal with learning in all subject areas, not just in the area of science. In science, inquiry based investigations are being done weekly using the 5E model. Teachers are doing this to teach the science process skills as well as critical thinking. Students in Kindergarten – 2nd grade receive 40-45 minutes of science in the classroom daily with their teacher and an additional 40 minutes weekly of hands-on instruction in the science lab with the science coordinator. Third grade receives 60 minutes of science instruction daily with a specialized science teacher and an additional 40 minutes per week of hands-on supplemental science in the outside classroom and garden. Fourth through 6th grade students receive 60 minutes of science daily with a specialized science teacher and also receive 45-60 minutes of supplemental hands-on instruction with the Science Coordinator through a push-in co-teach model. Acting upon the research from the National Science Association (1999), teachers are also helping students develop responsibility for their own learning through inquiry based labs and interactive science journals (IANs).

In writing, teachers are collaborating and vertically articulating to identify grade level expectations for writing. While all teachers are teaching writing, they were not all teaching students to plan, organize, edit and present written communication (Irvine, et al., 2007). Therefore, we continue professional development during faculty meetings and professional development days with our writing contact teacher and implemented a common language to align the writing at each grade level. Teachers are also analyzing the actual student samples from the school’s 2014 FCAT Writes disk with the writing contact teacher. Teachers are teaching students how to make a plan before writing, utilize the components of 6-traits in their writing and elaborate on their ideas. The Speech Pathologist conducted training last year on the EET writing elaboration strategy and continues to provide support and review sessions to teachers. Several teachers are implementing the EET strategy with their students.

Cluster grouping is a service model for gifted students that is growing in popularity (Schuler, 1997). The clustering model places a small group of five to seven gifted students in a classroom with non-gifted students (Clark, 2008). Strategies utilized in this model include differentiation, flexible grouping, content enrichment, higher order thinking skills and intellectual peer interaction (Clark, 2008). We feel it is very important to help the gifted develop their talents by supporting and enhancing their education because we want them to reach their highest potential possible. Research shows that planning for the gifted student should include challenge, choice, interest, enjoyment, and personal meaning for students (Davis, Rimm & Siegle, 2011). There are currently 10 teachers and one administrator that have obtained the gifted endorsement. There are 11 teachers currently somewhere in the midst of completing the five required courses for endorsement. This represents 55% of our teachers working on the gifted endorsement. There are seven new teachers to WMSS this year that will start to pursue the gifted endorsement. That will Final Version 8.12.14

make increase the percentage of WMSS teachers seeking knowledge in gifted strategies to 74%. Currently, the gifted students at WMSS receive pull-out services once per week for 1-3 hours. Research showed the pullout model to be less effective than other models (Schuler, 1997). Therefore, this year at WMSS, the gifted students were clustered into groups of 5-10 and placed into regular classrooms with a gifted endorsed teacher or a teacher working on the gifted endorsement. This allows the students to receive strategies and differentiation found effective with gifted students throughout their school day. Additionally, these students will receive enrichment pull-out with a gifted teacher one to three hours weekly. This combination allows the gifted students to receive more differentiation than the previous model implemented at WMSS.

The National Technology Standards provide benchmarks to help teachers be more effective and grow professionally in our fast changing world of technology (National Technology Standards, n.d.). We utilize technology consistently at WMSS. Not only do students have a 1:1 ratio of computers in science classrooms but also in some math classrooms. Much interactive software is utilized throughout the grade levels and every student participates in a video conference at least one time per year. Responder systems, Nook e-readers, interactive notepads, IPads, IPods, and Nook HD tablets are used with students from Kindergarten through 6th grade. We are implementing a 1:1 ratio of Nook HD tablets with all 3rd graders for utilization in every classroom and at home. After reviewing the research, we feel incorporating technology on a consistent basis and with a deliberate purpose will not only increase our students’ acquisition of 21st century skills but will also improve student achievement by making learning relevant, meaningful and active.

Bybee, R.W. et al. (1989). Science and technology education for the elementary years: Frameworks for curriculum and instruction. Washington, D.C.: The National Center for Improving Instruction.Boushey, G., & Moser, J. (2006) The Daily 5; Fostering Literacy independence in the Elementary Grades. Portland, MA: Stenhouse Publishers.Clark, B. (2008). Growing up gifted. Upper Saddle River, New Jersey: Pearson, Merrill, Prentice Hall. Davis, G.A., Rimm, S.B., & Siegle, D. (2011). Education of the gifted and talented. Upper Saddle River, New Jersey: Pearson.DuFour, R., DuFour, R., Eaker, R. & Many, T. (2006). Learning by doing. Bloomington, IN: Solution Tree Press.Friedman, S. J. (1998). Grading teachers' grading policies. NASSP, 82(597), 77-83.Kagan, Spencer. Cooperative Learning. San Clemente, CA: Kagan Publishing, 2012. www.KaganOnline.com.Hoyt. L. (2002). Make it real: Strategies for success with informational texts.Portsmouth, NH: Heinemann.Irvine, J., Meltzer, J. & Dukes, M. (2007). Taking action on adolescent literacy: An implementation guide for school leaders. Alexandria, VA: Association for Supervision and Curriculum Development, 51-74.National Science Foundation. (1999). Inquiry: Thoughts, views, and strategies for the K-5 classroom: Foundations (Vol. 2). Arlington, VA: Division of Elementary, Secondary, and information Education, National Science Foundation.Final Version 8.12.14

National Technology Standards. (n.d.) Retrieved on September 27, 2011 from http://www.iste.org/standards.aspxSchuler, P.A. (1997, Winter). Cluster grouping coast to coast. The National Research Center on the Gifted and Talented Newsletter , 11-15.Walker, K. (2006). Role of zero in grading. Retrieved on December 7, 2007 from http://www.principalspartnership.com/Williamson, R. & Blackburn, B. (2010). Supporting Student Learning. Principal Leadership, 10(8), 65-70.

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

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

It is imperative, with the lack of resources, money and time, that teachers are trained and implement research proven strategies and methods to increase students' cognitive engagement so as to raise and sustain academic achievement. These research based strategies need to be consistently implemented throughout the various disciplines to provide an adequate education for all learners. In order for the youth of today to adequately compete in the workforce of tomorrow, teachers need to address reading instruction with a different focus (Carbo, 2008). Through instruction of relationships, richness, structure, style and purpose, students can increase higher order thinking and comprehension skills (Irvine, Meltzer & Dukes, 2007). In math, teachers need to incorporate the standards for mathematical practice when teaching students problem solving techniques. They should facilitate student learning to include comparing and contrasting the various solution strategies, explaining the connections among the strategies, and explaining why each strategy works (Oakes, 2009). In science, the teacher needs to become less involved in direct instruction and more involved in facilitating learning through modeling, guiding and using assessment to adjust instruction (National Science Foundation, 1999). Writing is the vehicle by which students can communicate learning and ideas. Therefore, students also need to learn to organize, revise, edit and present written communication (Irvine et. al). Based upon the research reviewed, WMSS will work to develop more critical thinking skills and independent learners in all subject areas.

Higher order thinking skills are critical for enabling students to perform above grade level in all content areas. According to York-Barr and et. al (2001), the ultimate goal of school-wide reflective practice is continuous improvement of practice in order to increase student learning (p. 123). Critical thinking and problem solving skills are also part of the 21st century skills needed by students for success in our ever changing world. Researchers remind us that skills and knowledge are not separate, however, but intertwined (Rotherham & Willingham, 2009). Knowing how to think critically, analytically, and creatively are not skills specific or unique to the 21st century; however, researchers stressed that while 21st-century skills are not new, they are newly important (Silva, 2009). Researchers also reported that writing promotes critical-thinking skills Final Version 8.12.14

(Baker, Barstack, Clark, Hull, Goodman, Kook, Kraft, Ramakrishna, Roberts, Shaw, Weaver & Lang, 2008). Therefore, writing across the curriculum will also help achieve the higher order thinking skills that our students need.

One area of emphasis at WMSS pertains to creating not only life-long learners but independent learners. This can be accomplished through the use of technology to engage students in active learning and supply the tools needed to succeed in the 21st century. The National Technology Standards identify the following as skills: 1) creativity and innovation; 2) communication and collaboration; 3) research and information fluency; 4) critical thinking, problem solving and decision making; 5) digital citizenship; and 6) technology operations and concepts (Smith & Throne, 2007).

Another area of focus at WMSS is using informational text with evidence based answers to ultimately improve student achievement and prepare students for lifelong learning. Informational text is used across the curriculum to help students connect content and deepen comprehension of new information (Cummins & Stallmeyer-Gerard, 2011). It is imperative that students get to know the structures and features associated with informational text in the elementary grades to ensure success in middle and high school classes. Teachers need to provide specific instruction on informational text in all subject areas to guarantee students develop a deeper understanding and the necessary skills to comprehend informational text (Fisher, 2012).

To build upon the common language of 6-Traits across the grade levels in writing, the Expanding Expression Tool (EET) is being utilized. The EET provides language enriched experiences that facilitate improved descriptions, definitions, comprehension of curriculum items, ability to organize information, and provide more details. Research has shown that multi-sensory learning situations enable teachers to reach more students effectively (Robles et al, 2003). The EET uses auditory, visual, and tactile strategies to help students organize information for speaking and writing. Robles research also states that “More important than any curriculum content is that which teaches learning strategies.” EET uses graphic organizers, multisensory cues, and physical models to generate mental pictures which enable students to retain and retrieve information. According to Robert Marzano (2001) these kinds of strategies allow students to elaborate or add to their knowledge. “When students elaborate on knowledge, they not only understand it in great depth, but they can recall it much more easily (Pressley, Symons, McDaniel, Snyder & Turnure, 1998; Woloshyn, Willoughby, Wood, & Pressley, 1990). The EET begins with oral language and can be incorporated into written expression. The American Speech-Language-Hearing Association, 2001, states that “Spoken language provides the foundation for the development of reading and writing.” Oral language helps organize thinking and focus ideas, and is a precursor for writing. The EET is quick and can be incorporated into what teachers and speech therapists are already doing in the classroom. This supports the research by Sousa (2006), who concluded that short lesson segments have less down-time and are more productive. The EET was designed to provide structure for the struggling student and enhance the skills of those students who are academically sound. Furthermore, the fact that the program teaches an organizational strategy for writing makes this program something all students can use across the curriculum in assignments, tests, and reports, throughout their academic career.

Lack of learning gains will be addressed by implementing standards based instruction. According to Professional Learning Board, “Standards based instruction helps guide the planning, Final Version 8.12.14

implementation, and assessment of student learning.” Standards streamline instruction and ensures that teaching deliberately focus on agreed upon learning targets. Teachers can follow standards based instruction to ensure that their students meet the learning targets. Cunningham (2009) stressed that students learn in different ways and a teacher needs multiple strategies and activities to reach all of them. Additionally, Cunningham stated that true engagement occurred when every student was on task and learning. Therefore, it was important to make all assignments valuable, enriching and purposeful. Marzano and Brown (2009) emphasized that “a key component to promote high levels of achievement is ensuring that all students are intellectually, emotionally, and socially engaged with the content they are learning and the tasks they are assigned. Following a standards-based model focuses instruction to meet the specific needs of students (Professional Learning Board).

WMSS is focused on learning gains; and thus, student achievement for all students. Therefore, we will utilize standards based instruction, thinking maps and Lesson Design Collaborative with the above mentioned best practices and research to meet the needs of all students and increase student achievement, specifically learning gains for all students.

American Speech Language Hearing Association. (2001). Roles and responsibilities of the speech language pathologists with respect to reading and writing in children and adolescents (guidelines). Rockville, MD: Author.Baker, W., Barstack, R., Clark, D., Hull, E., Goodman, B., Kook, J., Draft, K., Ranakrishna, P., Roberts, E., Shaw, J., Weaver, D. & Lang, M. (2008). Writing to learn in the inquiry-science classroom: Effective strategies from middle school science and writing teachers. The Clearing House, 81(3).Carbo, M. (2008). Educating everybody’s children: Diverse teaching strategies for diverse learners. (2nd ed). Alexandria, VA: Association for Supervision and Curriculum Development.Cunningham, G. The new teacher’s companion: Practical wisdom for succeeding in the classroom. ASCD, 142-156.Cummins, S., Stallmeyer-Gerard, C. (2011). The Reading Teacher: Teaching for Synthesis of Informational Text with Read-Alouds. International Reading Association, 64(6) 394-405.Fisher, D. (2012). Helping elementary students read for information. ASCD, (14)414.Irvine, J., Meltzer, J. & Dukes, M. (2007). Taking action on adolescent literacy: An implementation guide for school leaders. Alexandria, VA: Association for Supervision and Curriculum Development, 51-74.Marzano, R. & Brown, J. (2009). Using games and inconsequential competition to promote student engagement. ASCD, 157 – 165.Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom instruction that works. Alexandria, VA: ASCD.Oakes, A. (2009). Qualitatively different: Mathenatics education for teachers. Retrieved on May 5, 2009 from www.centerforcrsi.orgPressley, M., Symons, S., McDaniel, M.A., Snyder, B.L., & Turnure, J.E. (1988). Elaborative interrogation facilitates acquisition of confusing facts. Journal of Educational Psychology, 80, 268-278.Final Version 8.12.14

Professional Learning Board. Importance of standards based instruction. Accessed September 1, 2014 fromhttps://k12teacherstaffdevelopment.com/tlb/importance-of-a-standards-based- instruction.Robles, Teresita del Rosario Caballero & Uglem, Craig Thomas Chase. 2003 Multisensory Instruction in Foreign Language Education.Rotherham, A. & Willingham, D. (2009). 21st century skills: The challenges ahead. Educational Leadership, 67(1), 16-21.Silva, E. (2009). Measuring skills for 21st century learning. Phi Delta Kappan, 90(9), 630-634.Smith, G. & Throne, S. (2007). Differentiating technology with K-5 classrooms. Washington, D.C.: International Society for Technology in Education. 241-244.Sousa, D. (2006). How the brain learns (3rd ed.). Thousand Oaks, CA: Corwin Press.Woloshyn, V.E., Willoughby, T., Wood, E., & Pressley, M. (1990). Elaborative interrogation facilitates adult learning of factual paragraphs. Journal of Educational Psychology, 82, 513- 524.York-Barr, J., Sommers, W.A., Ghere, G.S & Montie, J. (2001). Reflective practice to improve schools. Thousand; Oaks, CA: Corwin Press.

CONTENT AREA:

Reading Math Writing Science Parental Involvement

Drop-out Prevention Programs

Language Arts

Social Studies

Arts/PE Other:

School Based Objective: (Action statement: What will we do to improve programmatic and/or instructional effectiveness?)Teachers will implement standards based instruction to increase student achievement and rigor, and thus, student learning gains.

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

Barrier Action Steps Person Responsible

Timetable Budget In-ProcessMeasure

1.Time to plan and collaborate

1. Teachers will receive release time to collaborate and design lessons that are rigorous and are aligned with the Lesson

1. All teachers; Administration

1. At least once per semester

1. $400 for substitutes

1. Lesson plans; schedule


Design Collaborative (LDC)

2. Training 1a. Teachers will receive training for Lesson Design Collaborative (LDC) and utilize when planning lessons.1b. They will also have the opportunity to participate in a book study to reinforce that type of model.2. Teachers will receive training in Webb’s Depth of Knowledge and use that training to analyze their lessons for the level of rigor.

3. Teachers will receive training in aligning writing to standards and vertical articulation for writing will be utilized regularly

4. Teachers will continue to seek gifted endorsement to address the lack of learning gains for the gifted

1. Administration; Teachers; Teacher Leaders: Uttlinger, Simmons, Reis

2. Professional Development Team; Administration; and All Teachers

3. Writing Contact; Administration; Writing Team

4. Teachers not currently Gifted Endorsed

1a. By February 2015

1b. By the end of 1st semester

2. By October 2014 and throughout the entire 2014-2015 school year

3. $300 for off-site Professional Development

4. By May 2015

1a. $500.00

1b. $0.00

2. $0.00

3. Monies for substitutes and travel

4. $200 for course endorsement costs

1a. Faculty Meeting Agenda; PD days attendance sheets

1b. Book study sign-in sheet

2. Faculty Meeting Agendas; PLC Agendas; ProGoe inservice records; schedule

3. ProGoe records

4. ProGoe records

3. Training; Lack of resources

1. Teachers will utilize technology for instruction, student practice,

1. All teachers; Administration; Tech Specialist; Media Specialist

1. Throughout school year as needed

1. $0.00 1. Classroom observations; lesson plans


assessment and student projects

2. Fundraising priority will be placed on acquiring new technology that students can utilize

2. Administration 2. Each time a fundraiser is conducted

2. at least 80% of profits collected from fundraisers

2. Fundraiser Profits

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

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

1. Teachers will design lessons using LDC model as evidenced by all lesson plans.2. Teachers will utilize LDC units to deliver standards based instruction at least 2 times this school year.3. 100% of teachers will attend the training for Lesson Design Collaborative and complete at least 2

lesson plans by the end of the March 2015 semester using that design as evidenced by the PD sign-in sheet and two completed lesson plans.

4. A post chart will be compared to a pre chart Teacher led instruction will decrease by 50% as evidenced by post data compared to pre data through observations and lesson plans.

5. A writing plan for Kindergarten through 6th grade will be created and implemented by March 2015 as evidenced by the plan and classroom observations.

6. Teachers will use technology for student instruction and for student use during lessons, practice of skills, assessment and creation of products at least 3 times per week by May 15, 2015 as evidenced by lesson plans and classroom observations.

7. At least 80% of school fundraiser profits earned by the school (not the grade level) will be used for student technology by the end of the school year as evidenced by amount of technology purchased and total money taken in.


Qualitative and Quantitative Student Achievement Expectations: (Measures student achievement)Where do you want your students to be? What will student achievement look like at the end of the school year 2014-15? What tool will be used to measure progress throughout the year?

1. Student FAIR scores falling into the green category will increase with each FAIR administration and resulting in at least 85% of each grade level (3rd through 6th) falling into the green category (84%+) by the last administration.

2. In Kindergarten through 6th grade, students will increase their score on each administration of the district math assessment resulting in at least 85% of students in each grade level scoring 80% or higher on the last administration of the assessment.

3. In Kindergarten through 6th grade, students will increase their score on each administration of the district ELA assessment resulting in at least 85% of students in each grade level scoring 80% or higher on the last administration of the assessment.

4. Student writing will improve at each grade level and meet the grade level requirements created by the writing vertical articulation team as evidenced by student samples in the weekly collaborative team meetings.

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

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

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

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

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

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

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

(See Accountability and Testing website/SIPTOOLS/MTSS for a checklist that may help you with this section.)The MTSS team consists of Administration, Guidance Counselor, School Psychologist, School Staffing Specialist, VE teacher, Speech/Language pathologist, part-time literacy coach, and Teacher Collaborative Teams. The team is in involved with various aspects of developing the School Improvement Plan. The Guidance Counselor is responsible for coordinating and Final Version 8.12.14

scheduling our weekly IPST meetings which occur on Wednesdays. The Speech/Language Pathologist and the VE teacher are responsible for collaborating with classroom teachers to help identify students for MTSS as well as helping teachers to implement proper Tier II and Tier III interventions. The Literacy coach is responsible for meeting weekly with teachers to provide strategies and suggestions for professional development to address intervention needs. The MTSS team, as well as all teacher collaborative teams are involved with disaggregating, reviewing, reflecting, and modifying instruction based on current student data. The collaborative teacher teams are tasked with identifying the lowest 25% of students in ELA and math and then set instructional goals for these groups of students. Administration provides support to teachers by meeting weekly in professional learning communities to analyze and review data. Administration also provides continued professional development for teachers working with students identified through MTSS and monitors the data of these targeted students.

Performance Matters, A3, Enrich, and the Student Desktop data system are all used to upload, track, and monitor student data. The data consists of: all state and district required assessments, on-going progress monitoring, Individual Education Plans, Progress Monitoring Plans, conference notes, MTSS intervention documentation, Behavior Intervention Plans, and any other pertinent student information. Interventions and data points are documented by classroom teachers and are utilized during MTSS/IPST meetings. Each week, the guidance counselor provides an agenda to the team and sends personal invites to parents about meeting dates and times. The guidance counselor also provides meeting minutes to administration and classroom teachers as further documentation.

Administration changed the master schedule to allow an extended intervention block for Kindergarten through third grade this year. This block of time is referred to as “Success Zone” and all students participate whether they are receiving remediation or enrichment. In addition to a longer intervention block, Administration also scheduled Success Zone for Kindergarten and 1st grade simultaneously to allow for teachers to more adequately meet student needs. Kindergarten through third grade has a forty-five minute Success Zone block and fourth through sixth grade students have a thirty-minute block. Teachers have access to a reading intervention library on campus that provides multiple resources aligned to specific skill deficits by grade level.

This year our Guidance counselor is our MTSS facilitator and we have also identified teacher leaders to attend additional MTSS trainings that are being offered. We are working to build capacity and awareness of the MTSS process through these teachers who will share with fellow staff members the knowledge they receive from these MTSS trainings. We also communicate MTSS information to parents through parent-teacher conferences as well as meetings scheduled with our IPST team. In these meetings, the team explains the process to parents to help understand how we are able to support their child. We strive to ensure that all staff, parents, and students have a full understanding of the MTSS process.

PARENT AND FAMILY INVOLVEMENT: (Parent Survey Data must be referenced) Title I Schools may use the Parent Involvement Plan to meet the requirements of Sections 1114(b)(1)(F) and 1115(c)(1)(G), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b).Consider the level of family and community involvement at your school (this may include, but is not limited to, number of parent engagement opportunities offered in the school year; average number of parents in attendance at parent engagement opportunities; percent of parents who participated in parent engagement opportunities; percent of students in lowest performing quartile or subgroups not meeting AMOs whose parent(s) participated in one or more parent engagement opportunities).

West Melbourne Elementary School for Science strives to meet the diverse needs of our parents. We have a very high level of parent involvement at our school, each family is required to complete twenty hours of volunteer service and each year we exceed this expectation. Last year, from July to April, we had close to 13,000 combined volunteer hours from our families. We Final Version 8.12.14

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

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

offer a variety of parent engagement opportunities that include: science fair make and take nights, academic award ceremonies, garden day, principal round-table discussions, writing night, Spring fest, spring into the arts, winter music festival, and many others.

On the 2013-2014 parent survey, we had a total of 325 responses from parents. 91% of parents responded that they had attended informational meetings or academic events at our school and 95% reported the information they received was useful. We did have 45% of parents say they did not attend some of our events because the information was not relevant to their child and 42% reported that the meetings were not at convenient times. We work very had to have our events and meetings on the days and times reported as most convenient by the previous years' parent survey. This year, we will work to have Thursday evening events as 73% of parents answered this was the best time for them to attend. We will also continue to hold meetings on Friday mornings as over half of the parents reported this was a good time. Our events are well represented by parents of all subgroups including parents that have children who fall into our lowest performing quartiles.

After reviewing the comment section of the parent survey, we made a few changes based on parent feedback. A number of parents wrote comments about wanting their children to be involved in a keyboarding/typing class during the school day. We were able to secure a part-time technology teacher who is working with students on keyboarding skills and computer basics on the activity wheel. Our hope is to continue providing this support to our students. Parents were also concerned with the large amount of homework that came home. This was addressed at pre-planning with teachers and suggested that homework is only given when a student needs extra practice with a specific standard. If a student has mastered a standard, they do not need to spend additional time at home proving they understand it. It was also suggested that homework can be given in the form of a menu to allow for more student choice and family engagement.

We are committed to providing a standard of excellence for our students and their families. WMSS had 48% of parents respond that they are well informed and satisfied about their level of participation in school decision-making. This is up 4% from last year and we will continue working to increase this percentage by being responsive to parents’ questions, concerns, and suggestions. Overall, 95% of parents responded good or excellent when asked to rate the overall quality their child’s school.

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

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

Elementary Student Survey: 21st Century Skills – Refer results pages 3 – 4 Online Safety – Refer results pages 4 - 6 School Safety – Refer results pages 6 - 7

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

In the 2013-2014 student survey, students reported they “often" learn 21st century skills while Final Version 8.12.14

here at school in the following ways: 80% are able to use these skills while working in groups, 79% feel they can communicate effectively, 74% use these skills in meaningful projects, 73% through the use of technology, and 80% when conducting research. Students reported that only 53% “often” learn 21st century skill when dealing with organizational manners such as planning, prioritizing, and budgeting. To increase student access to all 21st century skills, we are offering a basic keyboarding and computer class as well as an Animoto video class on our choice activity wheel this year. The video class will also encourage students to make their voice heard by participating in the Youth Making Ripples international film festival. In addition to these two classes, we also implemented a pilot program in 3rd grade where we have a 1:1 ratio of students to Nook Tablets. Students are able to take the Nook tablets from class to class as well as take it home with them each day.

When dealing with online safety, 86% of our students reported they have learned about cyber safety during the school day. Thirteen percent of students responded that they did not or were unsure if they learned about it here at school. Of this 13%, the majority reported they had learned about online safety from either their parents or while watching TV. We will work to increase the 86% by having our computer teacher and media specialist ensure they address online safety with all students within the first 9 weeks of school. Each student is involved in cyber safety and cyber bullying lessons conducted in the media center during their activity time. This is done through interactive videos and games that prompt students to consider the best way to respond in a number of different situations. Our guidance counselor and all classroom teachers will also address individual classes throughout the year to address bullying and cyber safety.

When comparing this student survey to last years’ we were able to meet our goal of having an increase of students who feel safe while here at school. Eighty-six percent of our students, an increase of 2% from last year, feel safe while here at school and 13% reported that they did not. Of the 13% who responded that they did not feel safe, the majority of them answered they don’t feel safe when in the hallways and the restrooms. This is being addressed by limiting the number of times students are called out of class for various reasons. During arrival and dismissal, we have assigned monitors in the hallways. We have also encouraged students to utilize the Bully box to report any hallway or bathroom incidents even if it is not a bullying situation. Students must also always travel with at least one other student when in the hallways or using the restrooms.

Safety is of utmost importance to us at WMSS and we ensure all safety initiatives set forth by Brevard Public School are implemented with fidelity.


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

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

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

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

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

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

indicatorsFill in BLANKS with Number of Students

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

Attendance <90

24 19 20 20 22 25 24 154

1 or more ISS or OSS

3 0 0 4 2 7 4 20

Level 1 in Reading or Math

n/a n/a n/a 6 0 4 0 10

Course Failure in ELA or Math

0 0 0 1 0 0 2

Students exhibiting 2 or more indicators

1 0 1 1 0 0 1

3. Describe all intervention strategies employed by the school to improve the academic performance of students identified by the early warning system (i.e., those exhibiting two or more early warning indicators).

- Attendance letters, phone calls, meetings- Parent conferences with teachers, administration and guidance- IPST meetings for attendance and behavior

CTE/STEM:


1. All Levels

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

A.) Every student in grades 3 through 6 is required to participate in the annual science fair. The students in grades K-2 also have an annual science fair and participate in a class project, as well as having the opportunity to do an individual project. All students at WMSS participate in field trips that incorporate science, technology, engineering, and math. Each year, WMSS has multiple teams for the Florida Lego League Robotics and Junior Florida Lego League Robotics. These are offered as before and after school clubs and the teams are always full. Our 6th grade science teacher coordinates the Robotics teams and arranges for the teams to come in on Saturday’s for extra practices.

B.) Our science teachers continue to incorporate STEM activities into their daily lesson plans. The 6th grade students will have STEM presentations from Jim Kennedy about Space Week and they will also hear from Herb Yamada who works for Lockheed Martin Space Systems. The science coordinator is working with 5th and 6th grade students on a continued greenhouse STEM project. The gifted teacher is also incorporating STEM activities and lessons into her gifted pull-out program. The science coordinator and gifted teacher are working collaboratively to increase the number of STEM related projects our students have access to.

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

(TITLE 1 SCHOOLS ONLY)

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

Descriptions of Strategy Person Responsible Projected Completion Date

1.2.3.Final Version 8.12.14

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

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

effective

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

highly effective

ALIGNMENT OF SCHOOL IMPROVEMENT PLANAND

TITLE I SCHOOLWIDE PLAN

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

(Section 1114 – Components of a Schoolwide Program)

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

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

1. Include data from comprehensive needs assessment of the school

__Rationale

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

2. Provide opportunities for all children to meet state standards

__Analysis of Current

Practice

__Strategies

__MTSS

3. Utilize scientifically based strategies to strengthen the core academic program __ Analysis of Current

Strategies, materials and programs that are research based are a required element of any objective.


Practice

__Best Practice

__Strategies

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

__MTSS

__CTE/STEM

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

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

__Strategies

__MTSS

__Early Warning

System

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

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

__Strategies

__MTSS

__Early Warning

System

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

7. Incorporate instruction by highly qualified teachers

__Highly Qualified

Teachers

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

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

__Best Practice __Strategies

__MTSS

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

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

__Highly Qualified Schools must indicate how they mentor, attract and retain high-quality and highly qualified


Teachers teachers.

10. Include strategies to increase parent involvement

__Parental

Involvement

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

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

__Transition from

Preschool

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

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

Practice

__Strategies

__MTSS

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

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

__MTSS

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

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

__ Analysis of Current

Practice

__Best Practice

__MTSS

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

_________________ _________________________ __________


School Name Principal’s Signature Date


Documents

All Levels - Brevard Public Schoolsaccountabilityandtesting.brevardschools.org/School Impr… · Web viewDuring the 2013-2014 school year, ... have a 1:1 ratio of computers in science