K. Jane ClineDesmond K. Blackburn, Ph.D.

Brevard Public SchoolsSchool Improvement Plan

2017-2018Superintendent: Asst. Supt. of Leading and Learning:

Principal Supervisor: Name of School:

Principal: SAC Chairperson:

School Grade History

2016-17: A 2015-16: A 2014-15: A

Mission Statement:

Our mission is to serve each student with high levels of support and provide opportunities to develop to their fullest potential.

Vision Statement:

Our vision is to have a culture of dedication, collaboration, and lifelong 1 | Page

Connections 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 practices

Marianne Hamilton & Sarah OberbeckJennifer Julian

Gemini ElementaryTara Taylor

learning to serve all Gemini students by maximizing their potential and empowering them with the essential skills to learn, work, and succeed in the 21st century.

Stakeholder Involvement in School Improvement Planning: Briefly explain how stakeholders are involved in the development, review, and communication of the SIP.

Gemini thrives on shared leadership and the involvement of all stakeholders including: students, teachers and staff, parents, and community members. Administration facilitates the development, review, and communication process (BPS Strategic Plan Obj. R3) to ensure that Gemini’s School Improvement Plan (SIP) aligns with Brevard County School’s Vision, Mission, and Strategic Plan.

Gemini’s SIP Development Process:

● Stakeholders conduct a prior year qualitative and quantitative data analysis. This occurs in May

through August during Professional Learning Communities (Leadership Teams, SAC, and PTO).

● Guiding Question: Did we meet our projected measurable outcomes?

● If so, what structures contributed to our success?

● If not, what factors prohibited our success?

● How do our results compare to schools with similar demographics?

● What is our priority area of growth moving forward?

● Stakeholders determine whether to stay with current SIP goal or initiate a new goal based on

qualitative and quantitative data analysis.

● Stakeholder teams take portions of the SIP to complete. For example, the IPST Team completes the

MTSS/RtI (Part 2) section of the SIP.

● The SIP draft is shared through Google Docs so stakeholders can update and save their information

and documentation as needed.

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Gemini’s SIP Review Process:

● SIP Draft is presented to Leadership Teams, SAC, and PTO for review.

● Input and feedback is gathered and revisions are made as necessary

● Final SIP Draft (once approved by BPS) is shared with all stakeholders through Leadership Teams, SAC

and PTO.

● Quarterly SIP reviews occur through Leadership Teams, SAC, and PTO to ensure that SIP Action Steps

are being implemented according to Timetables.

● Action Steps and/or Timetables are modified based on stakeholder feedback.

Gemini’s SIP Communication Process (Aligns to BPS Strategic Plan Obj. R3 Increase system-wide proactive communications):

● Articulated through monthly Professional Learning Communicates and Meetings (SAC, PTO,

Leadership Teams, District Meetings)

● Gemini’s Newsletter – GemiNews

● Gemini’s Edline Webpage

● Gemini’s PTO Webpage

● Hardcopies available in Front Office

● Reviewed with new hires and college interns throughout the school year

Promoted on Social Media - Gemini and PTO Facebook Page as well as a Gemini Twitter account

Brevard Public SchoolsSchool Improvement Plan

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2017-2018

Part 1: Planning for Student Achievement

RATIONALE – 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?

2017 School Best Practices for Inclusive Education

Gemini provides an inclusive educational model for our Exceptional Education students. Our ESE students receive push in and pull out (intensive intervention) services from our ESE team. 2017 Spring FSA data indicates that 15 out of 32 ESE students (47%), currently in grades 4-6, scored Level 3 or above (proficiency) in ELA and Mathematics.

2017 Instructional Culture EDI Insight Survey:

Gemini receives “Top Quartile School” distinction based on teacher survey results (out of 10 points).

● Gemini’s overall index –9.7 overall index score

● Learning Environment – Specifically, in learning environment, the area titled, interactions between

students and adults at my school are respectful, increased by 3%.

● Instructional Planning and Student Growth Measures – 68% of teachers indicated that an instructional

leader regularly reviews student work. This was not rated last year, but we will plan to use this as a growth area. (does this belong here?)

● Four areas in this domain saw increases: (Alignment to BPS Strategic Plan - Obj. L1 Protect Instructional

Time and Obj. L2 Support educator effectiveness and build capacity of teachers to improve student outcomes and close achievement gaps)

● My school has dedicated time for teachers to analyze interim assessment data and/or student

work and to plan for future instruction and intervention based on student performance. 90% (increase of 10%)

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● I am satisfied with the support I receive at my school for instructional planning. 100% (increase of

6%)

● I have ready access to content experts with deep subject-area knowledge to support my

instructional planning. 90% (increase of 6%)

● I have access to questions, tasks, and assessments that allow me to assess students’ progress

toward learning goals and pinpoint where understanding breaks down. 100% (increase of 3%)

● Academic Expectations – In this domain, three areas saw a percentage increase. They are:

● Students at my school are frequently asked to write in various styles across all subject areas. 97%

(increase of 3%)

● Students at my school respond to and build on their peers’ thinking, ideas and answers. 100%

(increase of 6%)

● Leaders at my school have the necessary content knowledge or resources to support instructional

practice across disciplines. 100% (increase of 3%)

2017-18 IPPAS Data – Distinguished Results

● 29 out of 32 teachers (91%) set instructional outcomes and aligns instruction with state-adopted standards

● 32 out of 32 teachers (100%) require students to understand and demonstrate skills and competencies

● 31 out of 32 teachers (97%) promote a flexible, inclusive, collaborative, and student-centered learning

environment

● 31 out of 32 teachers (97%) create and maintain a safe and organized learning environment

● 32 out of 32 teachers (100%) create a positive environment of respect and rapport

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What are the concerns with professional practices and what data shows opportunities for growth?

2017 School Best Practices for Inclusive Education

With 17 out of 32 Exceptional Education students (53%) scoring a Level 1 or 2 on the 2017 Spring FSA ELA and Mathematics assessments, Gemini’s teachers and administrators continue to evaluate our professional practices to improve our ESE student’s academic achievement. This data drives our focus on building general education teacher capacity on ESE strategies and evaluating scheduling and service models.

2016-17 Instructional Culture EDI Insight Survey

● Career Progression – 7.5 out of 10 in 2015-16 to a 7.9 in 2016-17.

● 69% of teachers surveyed reported that there are opportunities for them to advance at their

school

● Workload – 6.9 out of 10 in 2015-16 to a 7.1 in 2016-17.

● 59% (up 20% from 2015-16) stated that they can consistently accomplish essential work during

their regular planning time.

● Observation/Feedback--8.6 in 2015-2016 to a 8.8 in 2016-2017

● 75% of teachers stated they regularly want feedback about teaching from their instructional

leader

● Evaluation--8.4 in 2015-2016 to a 8.7 in 2016-2017

● 67% (15-16)of teachers stated they agreed with the criteria that evaluates their performance as a

teacher and this decreased to a 53% in 2016-2017

● 70% (15-16)of teachers stated their evaluation process helps identify their strengths and

weaknesses and this decreased to a 59% in 2016-2017.

May 2017 Gemini Teacher Survey6 | Page

● Based on teacher concerns from the EDI survey, specifically the Career Progression area, teachers were asked to present differentiated training on PD days to increase teacher leadership. At this time we have 14 staff members planning professional development for the November and December PD days. (44% of our total staff in the first semester) This differentiated PDD will continue through the second semester, increasing the percentage and specifically sharing information gained at regional conferences.

● 62% of Gemini teachers would like more training in Learning Scales/Targets for students.

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.

In analyzing the 2016-17 KLS EOY results for Kindergarten, it is evident that Gemini’s students make ELA academic gains. Our Kindergarten students have an above average score in the following LAFS:

● LAFS.K.RD.1.1 – Demonstrate understanding of the organization and basic features of print - (89%)

● LAFS.K.RF.1.1.d – Recognize and name all upper and lowercase letters - (95%)

● LAFS.K.RF.2.2 – Demonstrate understanding of spoken words, syllables, and sounds (phonemes) - (97%)

● LAFS.K.RF.3.3.a – Demonstrate basic knowledge of one-to-one letter sound correspondences by producing the

primary or many of the most frequent sound of each consonant – (86%)

● LAFS.K.RI.1.1 – With prompting and support, ask and answer questions about key details in text – (98%)

● LAFS.K.L.1.1 – Demonstrate command of the conventions of the standard English grammar and usage when

writing or speaking 2017 EOY (90%) (added this from last year’s concern of 67%)

● LAFS.K.RF.3.3.c – Read common high-frequency words by sight – 23 out of 55 word 98%. (added this from last

year’s concern of 42%)

Reviewing the 2016-17 1st and 2nd Grade BELAA and Running Records data illustrates a great increase in student’s fluency rates. We will continue with our current practice and include iStation as an assessment and intervention component this 2016-17 school year.

● 1st Grade

o BELAA A average score was 81% compared to 85% on BELAA EOY

o 5 WPM in August 2016 to 22 WPM in May 2017. The EOY Benchmark is 18.

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● 2nd Grade

o BELAA A average score as 80% compared to 81% on BELAA EOY

● ISIP (iStation August 2017)

o 1st Grade - 63% Tier I, 23% Tier II, and 14% Tier IIIo 2nd Grade - 83% Tier I, 12% Tier II, and 5% Tier III

2016-17 FAIR-FS Analysis for Grades 3-6:

Probability of Literacy Success (PLS). The Probability of Literacy Success score indicates the likelihood that a student will reach end of year expectations in literacy. For the purposes of the FAIR-FS in the 2016-2017 school year, reaching expectations is defined as performing at or above the 40th percentile on the Stanford Achievement Test, Tenth Edition (SAT-10)3. The PLS is used to determine which students are at-risk for meeting grade level expectations by the end of the school year. In addition to providing a precise probability of reaching grade level outcomes, the PLS is color-coded and the goal is to increase your “green” and reduce your “yellow” and “red”:

● green = the student is likely not at-risk and will continue to benefit from strong universal instruction

● yellow = the student may be at-risk and educators may consider differentiating instruction for the student and/or

providing supplemental instruction

● red = the student is at high risk and needs supplemental and/or intensive instruction targeted to the student’s skill

weaknesses

Gemini students in Grades 3, 4, and 6 had great growth in their Probability of Literacy Success from September 2016 AP1 to May 2017 AP3: (The below 4th grade comparison will be to AP1 to AP2; January 2017)

GRADE GREEN YELLOW RED3 52% to 75% (+23) 42% to 21% (-21) 4% to 2% (-2)4 45% to 52% (+7) 47% to 42% (-5) 10% to 4% (-5)5 59% to 32% (+14) 39% to 3% (-36) 2% to 2% (+0)6 55% to 63% (+8) 38% to 31% (-7) 6% to 6%

(no change)

Gemini Spring 2017 Grade 3-6 FSA Results indicate:

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ELA

GradeNumber of Students

Mean Scale Score

PercentLevel 1

PercentLevel 2

Percent Level 3

Percent Level 4

Percent Level 5

Percent Level 3-5

03 56 322 2 9 18 41 30 8904 68 318 10 19 31 29 11 7105 58 334 9 10 29 40 12 8106 87 344 6 9 20 34 31 85

3-6 269 330 10 6 37 54 31 82

MATH

GradeNumber of Students

Mean Scale Score

Percent Level 1

Percent Level 2

Percent Level 3

Percent Level 4

Percent Level 5

Percent Level 3-5

03 55 318 5 5 15 47 27 8904 68 323 7 13 29 31 19 7905 58 335 14 5 24 31 26 8106 88 350 7 8 8 31 47 86

3-6 269 331 12 12 36 52 44 84

What are the concerns with student achievement? Provide data to support your concerns.

4th-6th grade FSA ELA (2017):

● 4% (3 out of 63 students) of fourth grade students scored higher than 70% on the Text Based Writing portion of

the FSA.

● 21% (13 out of 62 students) of fifth grade students scored higher than 70% on the Text Based Writing portion of

the FSA.

● 45% (38 out of 84 students) of sixth grade students scored higher than 70% on the Text Based Writing portion of

the FSA

Kindergarten: KLS

● Showed LFAS.K.W.2.4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.- (74%)

Our 2016-17 FAIR-FS Probability of Literacy Success (PLS) results for 4th grade indicate concerns because there was minimal student growth. The percentage of students attaining PLS only went up 7% and the percentage of students at

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high risk of literacy failure increased by 4%

GRADE GREEN YELLOW RED4 45% to 52%

(+7)47% to 42% (-

5)10% to 4%

(-6)

In previous year analysis, FAIR and FCAT Reading percentages Level 3 and above (proficient) have aligned. However, this is not the case in comparing the May 2017 FAIR-FS AP3 to the Spring 2017 FSA ELA results.

GRADE 2017 FAIR-FS AP 3 PLS

2017 FSA ELA Level 3 or Above

2017 FAIR-FS AP 3Reading Comprehension

3 75% 89% 78%4 52% 70% 23%5 73% 81% 81%6 57% 85% 82%

Write a 2-3 sentence summary explaining how the data above provides the rationale for your goals, barriers and action steps.

Gemini’s professional practices data reveals that teacher instructional time is protected, instructional practices are highly effective, and shared leadership is focused on student achievement.  An area of professional growth is standards-aligned text-based writing instruction and analysis across the grade levels.

Student achievement data indicates that in Grades K-2, writing is a concern when responding. In Grades 3-6, text-based writing is an opportunity for growth as well. The focus on text-based writing has led us to the use of the TEA (Topic, Evidence, Analysis) paragraph that will enable students to clearly respond to text.  Text-based writing means that students are given passages, potentially from two differing points of view, and then asked to analyze them.  Students are to write a response using evidence from these texts to support their opinion. Mastering this process ensures that our students are college and career ready.

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.)

● Instructional Rounds - Classroom Walkthroughs

● Curriculum Leadership Teams (vertical teams) for ELA, math, science and technology

● IPPAS (D3E1)

● Instructional Coach Cycle (Assess, Set Goals, Prepare, Implement and Reflect)

● Analysis of student writing in any curricular area.

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● Offer Thinking Maps Writing to Respond training for grades K-2 during Differentiated PDD

School-Based Goal: What can be done to improve instructional effectiveness?

If teachers and students are routinely and actively engaged in authentic text-based writing opportunities and analysis, then teacher professional practices and student writing proficiency will increase.

Strategies: Small number of action oriented staff performance objectives.

Barrier Action Steps to Overcome Barrier

Person Responsible

Timetable In-Process

Measure

1. Time to collaboratively review student work

1.Teachers will reserve and utilize Early Release Wednesday PD Days and every Thursday for Teacher Collaboration, Teacher Data Teams, Lesson/Unit Planning, or Professional Development

All Teachers

Administration

Instructional Coach

Teachers analyze student data, collaborate and plan weekly

Monthly Early Release Wednesday Professional Development

Collaborative Team Agendas

Master Calendar

Student work samples and rubrics

Sign-In Sheets

Lesson/Unit Plans

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2.Rigorous writing opportunities embedded into all curricula areas

1. Teachers will conduct inclusion expectations meetings and reflect on inclusive practices

2. Teachers will attend Professional Development on Writing Rigor

3. Teachers and Administration will track and monitor Rigor PD to Practice

4. Teachers will implement CWT peer observations and feedback

5. Teacher Leaders and Instructional Coach will Model Lessons with Rigor

6. Teachers will participate in differentiated PDD of which writing is

Instructional Coach

Administration

Administration

All Teacher

CWT Teacher TeamsAdministration

Instructional Coach

Teacher LeadersInstructional Coach

August 2017

December 2017

March 2018

May 2018

Quarterly

Quarterly

Once per Semester

Sept. 2017 – April 2018

AgendasFeedback Forms

Agendas

Power point

Sign in Sheets

ImplementationForms & IPPASfeedbackIPPAS-ProGOEAdmin. InformalClassroom Obs.Sheet“Look For” Form

CWT “Look For” Form and Schedule, Data SheetsPresentation withdiscussion andreflection

Lesson Feedbackand ReflectionsPresentationsSchedulesAgendas

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key.

3. Provide Thinking Maps writinginstruction support for K-2 teachers

1. Teachers will participate in differentiated PDD of which Thinking Maps with writing is the focus.

Teacher leaders

Instructional Coach

Administrators

Once per semester Agenda

Walk throughs-informal

Student work with priority Learning Scales

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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.

Qualitative Data that will be evaluated from the May 2017 Teacher Survey:

•Increase the response from 16 out of 33 teachers (48%) stated that they are fully proficient and fully or somewhat implementing Learning Scales to 25 out of 33 teachers (76%)

•Increase the response from 19 out of 33 teachers (58%) stated that they are fully proficient and fully or somewhat implementing Functional Behavior Assessments / Behavior Intervention Plans to 25 out of 33 teacher (76%) having a full understanding of an FBA/BIP.

•Increase the response from 28 out of 33 teachers (85%) stated that they are fully proficient and fully or somewhat implementing Data Analysis to 31 out of 33 teachers (94%).

Quantitative Data that will be evaluated from the 2016-17 IPPAS Evaluation Results:

•Increase from 20 out of 34 teachers (59%) design instruction using student prior knowledge and diagnostic student data coherent lessons to 25 out of 35 teachers (71%)

•Increase from 17 out of 34 teachers (50%) maintain a climate of inquiry to 23 out of 35 teachers (66%)

•Increase from 20 out of 34 teachers (59%) employ higher order questions to 25 out of 34 teachers (71%)

•Increase from 15 out of 34 teachers (44%) deliver engaging, challenging and relevant lessons to 20 out of 35 teachers (57%)

•Increase from 13 out of 34 teachers (38%) analyzes and applies data from multiple measures to diagnose student’s learning needs, inform instruction, and monitor progress to 18 out of 35 teachers (51%)

What tools will you use to measure the implementation of your strategies?  What tool will be used to measure progress throughout the year?

Gemini will use Survey Monkey or Google Forms to administer the teacher survey, the BPS Classroom Observation Instrument, Gemini’s CWT form and ProGOE to enter teacher informal and formal

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observations. All of these tools will be used to evaluate throughout the year to measure progress.

Qualitative and Quantitative Student Achievement Outcomes:

We want students to meet proficiency and/or achieve an annual learning gain:

Kindergarten:

•LFAS.K.W.2.4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.- (74%)

Grade 1 EOY QLA:

•LAFS.1.W.1.2-Write informative/explanatory text in which they can name a topic, supply some facts about the topic, and provide some sense of closure.(78%)

•LAFS.1.W.1.3-Write narratives in which they recount two or more appropriately sequenced events, include some details about what happened, use temporal words to signal event order, and provide some sense of closure. (65%)

•LAFS.1.W.2.5--With guidance and support from adults, focus on a topic, respond to questions, and suggestions from peers, and add details to strengthen as needed. (71%)

•LAFS.1.W.3.8--With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (71%)

Grade 2 EOY QLA:

•LAFS.2.W.1.2--Write informative/explanatory text in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. (81%)

•LAFS.2.W.2.5--With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. (81%)

Grade 3 Benchmark DATA:

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•LAFS.3.W.1.1--Write an opinion piece supporting a point of view with reasons. (74%)

◦A. Introduce the topic or text they are writing about; state an opinion; create an organization structure that lists reasons.

◦B. Provide reasons that support the opinion.

◦C. Use linking words and phrases to connect opinions and reasons.

◦D. Provide a concluding section or statement.

•LAFS.3.W.1.3--Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences. (77%)

◦A. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

◦B. Use dialog and descriptions of dialog, thoughts, and feelings to develop experiences and events to show the response of characters to situations.

◦C. Use temporal words and phrases to signal event order.

•LAFS.3.W.2.5--With guidance and support from peers and adults develop and strengthen writing as needed by planning, revising and editing. (77%)

•LAFS.3.W.3.8--Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. (76%)

•LAFS.3.W.4.10--Write routinely over extended time frames and shortened time frames for a range for discipline-specific tasks, and audiences. (75%)

Grades 4-6:

•End of Year QLA Results with the average score being 70% or above

•2nd and 3rd QLA will have 1 extended writing per semester.

•QLA will have only one extended writing (Grades 1, and 4-6)

•Grade 4 FSA 2016-2017 44% scored a 60% or higher

•Grade 5 FSA 2016-2017 21% scored a 70% or higher

•Grade 6 FSA 2016-2017 45% scored a 70% or higher

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What tools will be used to measure progress throughout the year?

•Assessments: KLS for Kindergarten, EOY QLA and quarterly MINI TASKS for all grades, FAIR-FS AP3 for grades 3-6.

•Performance Matters Data Management System

•Student Tracking & Monitoring Spreadsheet

•Student Data Notebooks

•Curriculum Leadership Teams, ELA

•Samples of student work

•Students evaluating each other’s work (peer editing)

•Curriculum Team for Writing / Administration review student response to writing

•iStation

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 2016-17 and a

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description of changes you intend to incorporate to improve the data for the year 2017-18.

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MTSS & EARLY WARNING SYSTEMS Please complete 1 – 4.

1. Describe your school’s data-based problem-solving process and school-based structures in place to address MTSS implementation.

In an attempt to meet the needs of ALL students, Gemini uses a process that focuses on the learner’s current skills or level of functioning and then designs interventions to assist the student in learning. Our problem solving model involves a systematic analysis of the student’s behavior and/or academic difficulties, consisting of five steps:1. Define the problem (What is the problem?)2. .Analyze the problem (Why is the problem occurring?)3. Develop a plan (What are we going to do?)4. Implement the plan (Carry out the intervention.)5. Evaluate (Did our plan work?)Problem solving occurs within Gemini’s school setting at all levels of the MTSS process based on the intensity of the presenting problem and the amount of resources needed to resolve the problem. The intent of the problem solving process is to resolve the problem using the necessary resources in the most natural (least artificial or least restrictive) fashion possible.Gemini’s Child Study Team (CST) consists of Jennifer Julian (Principal), Carol Burns (AP), Denise Coverstone (Guidance Counselor), Drema Moody (Staffing Specialist), Renee Corbett (School Psychologist), Oscar Ellis (Behavior Analyst), Natasha Crissey-Akil (Instructional Coach) Sue Melcher (Speech/Language Pathologist), Kim Bliss (ESE Teacher), Marianne Hamilton (ESE Teacher), Holly Hays (Gifted Teacher), and Nancy Craft (ELA Contact – Teacher), classroom teachers, parents and their invited guests. The team meets every Tuesday. Teachers contact the Guidance Counselor or administration with student concerns. The school counselor schedules and creates the CST agenda and notifies teachers, parents, and sometimes students of their meeting day and time. When needed, substitute teachers are utilized to cover classes for teachers that are not scheduled during their planning time. During the meeting, the team analyzes data that supports the problem and recommends district and/or supplemental resources that align with the data’s needs assessment. Each team member brings a level of expertise and all ideas are shared with the team. The team decides on specific intervention resources and an action plan is documented. During our scheduled Student Progression “Kid Talk” meetings throughout the school year, teachers and the Child Study Team collaborate to analyze student results and differentiate curriculum, instruction, environment, or behavioral plans to meet individual student’s needs. On-going progress monitoring (OPM) measures like DORF, RR, or PSI are put in place so teachers can collect baseline and data points. A follow-up meeting is scheduled to evaluate the resources/data and its effectiveness on desired student change. CST meeting minutes are maintained by the school counselor and shared with each team member after every meeting.Gemini teachers receive on-going MTSS professional development throughout the school year. This training is provided during faculty meetings and grade level “Kid Talk” data team meetings. Teams. Each grade level’s

With a SIP school based objective and focus on ensuring standards-based mastery for all students, each teacher receives a Student Tracking Data Notebook. This binder includes IPST Checklists, IPST Forms 1-8,

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individual student data (FAIR-FS, DRA, QLA, Running Records, etc.), grade specific student progression flowcharts, resources and tools, and decision trees.

“Brevard’s Common Language for MTSS” is also shared with teachers and posted on our server for quick access. Parents are given the MTSS informational sheet and the MTSS purpose and process is explained by the team during meetings. This resource is also posted in our school newsletter, GemiNews, and on our school website. The link is: http://www.florida-rti.org/_docs/ParentResourceGuide_print_final.pdf

The IPST Team (also referred to as the Child Study Team or CST) analyzes IEP minutes and creates a master schedule for students and personnel, including ESE Resource Teachers and Instructional Assistants to serve individual student needs. The IPST team discusses intervention resources and the assistant principal makes purchases based on research, feedback from other BPS schools, and recommendations from the team. All available resources are evaluated for their effectiveness based on student academic gains or behavioral changes. A professional library and resource area was developed and is continually updated based on student and teacher need. Each topic and curricular section is labeled and organized for teacher ease of retrieval. A Phonics Lesson Library (PLL) was created by skill. Organized in large envelopes, all student and teacher materials are ready to go for instant implementation and use. Teachers also have resources in a grade level common pod area. During IPST meetings, these resources are recommended for academic and behavioral Tier II, Tier III and OPM measures.

Federal, state, and local funds are maintained in accounting strings. These balances are maintained by the school’s bookkeeper and she provides the principal with accounting reports. The principal coordinates the use of these funds based on input from the IPST and SAC teams. Supplemental resources, services and programs are coordinated by the assistant principal. PTO provides additional revenue from school-wide fundraisers to supplement ELA, math, science, and technology curriculum leadership team accounts. This vertical teacher team decides fund distribution (materials, parent nights, teacher conferences, etc.) based on current research and student achievement data. Academic Support Programs (ASP) are developed for the Lowest 25% students in reading, math, and science. Students attend one hour per week after school for 10-12 weeks. These funds are used to fund teacher salaries and student materials.

2. List below who monitors the Early Warning System and how often.

● The school counselor prints monthly reports from AS400 and contacts parents of students with <90%

attendance rate and explains the Failure due to Absences policy (9 or more unexcused per semester) and the correlation between attendance rates and student success. In addition, she follows the BPS truancy reporting procedures. The counselor works with the family and provides intervention

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strategies (alarm clock, car pool, etc.) as needed.

3. This section captures a snapshot of the total number of students exhibiting a respective indicator or set of indicators during the 2016-17 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 2017-18:

Fill in BLANKS with data from 2016-17 School Year - Number of Students

Grade Level K 1 2 3 4 5 6 Total

Attendance <90 12 15 17 2 26 1

1 or more ISS or OSS 0 0 0 0 1 0

Level 1 in ELA or Math

2 4 1 2 9

Substantial Reading Deficiency

1 1 2 4

2 or more indicators 1 1 0 1 5 1

4. 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).

Gemini implements a school wide walk to intervention model known as SMART – Students Making Achievements through Responsive SMART time (30 minutes, at least four days a week) is documented on Gemini’s Master Calendar and teachers understand that this designated time is a non-negotiable. Gemini has hired a K-3 Co-Teach Teacher that is pushing into classrooms to provide student specific interventions. Gemini is utilizing or new Instructional Coach to conduct teacher/student observations and assessments to

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assist with instructional professional practices and student intervention.

Retained, Level 1 and course failure students go through the MTSS process and the team determines interventions per individual student. These strategies include Barton, BGL Journeys and Envision materials, Corrective Reading, Phonics Lesson Library, and Reading Mastery. Level 1 students also receive a parent letter in the beginning of the school year with specific student interventions. Students exhibiting 2 or more indicators are placed on our grade level Student Tracking and Monitoring spreadsheet and data is monitored and kept by the classroom teacher in their Student Data Notebook. Intervention strategies and progress is evaluated at Data Team (Kid Talk) meetings throughout the year. Students with disabilities with an IEP are evaluated to ensure that their service minutes are accurate for student achievement. PMP’s are created for students not on an active IEP. They are reviewed with parents, updated, and monitored throughout the year. An ASP program is also implemented to provide an hour of additional instructional support in ELA and Math.

PARENT AND FAMILY INVOLVEMENT: (Parent Survey Data must be referenced) Title I Schools may use the Parent and Family Engagement Plan to meet the requirements of this section.

Consider the level of family and community involvement at your school and parent survey data collected. Respond to the following questions.  What are best practices that are strengths and how will they be sustained?  What are areas of weaknesses and how are they being addressed?

Gemini is fortunate to have a very active Parent Teacher Organization and high parental involvement. Over 5,000 volunteer hours were contributed during the 2016-17 school year. This partnership benefits all students and contributes to their success! Gemini teachers work collaboratively with parents and involve them in classroom instruction, study trips, family nights, community service, and activity based fundraisers for technology. Gemini teachers keep an open line of communication with parents through their Edline Web pages, newsletters, telephone, email, and conferences. Gemini has also partnered with business partner, Code Craft Lab, to bring in an after school coding club for our students. Parents are instrumental in our after school clubs including Art, Code Club, Lego Robotics, Drama Club, Chorus, Guitar, Recycling Program, Cheerleading, Chess, Student Council, RotaKids, and Maker Monday. Gemini’s PTO continually

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assists and coordinates our activity based fundraisers like our Jog-A-Thon and Family Nights to support beautification, academic, and safety initiatives.

2016-17 BPS Parent SurveyAs reported in the 2016-17 BPS Parent Survey, Gemini parents believe that we have supportive and knowledgeable teachers and administration. Parents report that they are involved in the decision making process.

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.

Incoming Kindergarteners to Gemini:

● Local preschools (As We Grow, Advent Lutheran, and Eastminster) are invited to Gemini. These

preschool directors meet with Gemini’s Kindergarten teacher team and administration to review Kindergarten standards and readiness. Dates and times are also established so that the Preschool Directors, students, and parents tour Gemini in February. This reduces student/parent anxiety as they become familiar with Gemini’s facility layout, safety procedures, and classrooms.

● Gemini’s Guidance Counselor and Staffing Specialist meets with our local preschools’ ESE or IPST

Teams to review incoming student’s IEPs and/or Behavior Plans to ensure that systems are in place for a smooth transition to Kindergarten. These systems can include Instructional Assistants, transportation, visual schedules, class/program placement, etc.

● Partnering with the Scott Center for Autism, interventions for incoming, identified ASD

Kindergarteners are set up. Dr. Kim Spence is also invited to Gemini to assist with the transition from The Scott Center to Gemini.

● Gemini invites all parents and preschools to attend Gemini’s Kindergarten Orientation in April of the

previous school year. Here, parents and community members are advised on successful transitional methods, standards and readiness for Gemini’s incoming Kindergarteners.

● Incoming Kindergarten families that do not attend preschool are also welcomed to tour Gemini prior

to the new school year.

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6 th Graders that Transition to Middle School:

● Gemini’s 6th graders are zoned for Hoover Middle School. In March, Hoover’s AP of Curriculum and

Instruction is invited to Gemini to speak with students and review the courses and programs available to incoming 7th grade students.

● Gemini’s AP, Carol Burns conferences with Hoover’s Dean to review student discipline and Behavior

Plans for incoming 7th grade students.

● Gemini posts all Middle School Choice applications and Open House information in Gemini’s front

office, GemiNews Newsletter, and on Gemini’s Edline/social media sites.

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