Brevard Public SchoolsSchool Improvement Plan

2015 – 2016

Name of School: Area:

Principal: Area Superintendent:

SAC Chairperson:

Superintendent: Dr. Desmond Blackburn

Mission Statement: The mission of the Lewis Carroll Elementary School is to create a culture where students believe in themselves so that they will make a positive influence in the world around them.

Vision Statement:

Our vision at Lewis Carroll Elementary School is to create a brain-compatible environment where students can achieve their personal best both academically and socially. Parent and community involvement are critical to the education of each child. Teachers facilitate learning by creating a nurturing environment and providing a diversity of experiences that are assessed in equally diverse ways. Students take responsibility for their behavior and learning; their personal best is defined by LIFESKILLS. By achieving academic and personal excellence, students can become contributing members of the community.

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Lewis Carroll Elementary North

Pennie Wade Dr. Laura Rhinehart

Joyce Clark

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

At the end of last year, feedback and further professional development was identified by the staff to be considered in planning for the following year. During preplanning week, administration discussed with teachers the district initiative on planning with the end in mind and how this is related to last year’s School Improvement Plan. Teachers were asked to give input and feedback on last year’s School Improvement Plan goal. Committees were formed based upon teacher input from last year and from this year. The mission and vision of Lewis Carroll was also reviewed and additional input was sought to refine the School Improvement Plan. At the next faculty meeting, we determined the trends at the school level and discussed ways to narrow the gap in the areas of need. Teachers and administrators researched best practices to improve instruction. At our first School Advisory Committee meeting, we plan to share the draft of the School Improvement Plan with parents. We will seek stakeholder input to help refine our goal and direction as a school. At open house and at curriculum nights, the School Improvement Plan goals will be shared. Throughout the year, stakeholders are able to share their input as to how to improve student achievement. Lewis Carroll’s School Improvement Plan is connected to the District’s Strategic Plan in that we are continually focused on improving student achievement and promoting a safe, healthy, productive learning and work environment. Lewis Carroll Elementary School is proactive in sharing the School Improvement Plan with all stakeholders by reviewing it at stakeholder meetings and making a copy available in the front office.

Brevard Public SchoolsSchool Improvement Plan

2015-2016

Part 1: Planning for Student Achievement

RATIONALE – Continuous Improvement Cycle Process Data Analysis from multiple data sources:Successful Professional Practices Last year our goal was to have students demonstrate a deeper understanding of the Florida Standards. Teachers collaboratively agreed upon strategies essential in meeting the standards of a rigorous classroom. At the beginning of the school year, 100 percent of Lewis Carroll teachers were diligent about posting standards and/or essential questions out of compliance. There was little or no discussion about the essential questions with the students. However, as the year progressed, classroom walkthrough data revealed that more than 70 percent of teachers actively involved their students with explaining essential questions related to teaching to the standards. In many

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classrooms, students were taking ownership of the essential questions and summarizing them in notebooks. Teachers attended professional development that focused on standard-based instruction and Max Thompson strategies that increase student engagement. Professional practices improved as a result of the professional development during the year. Strategies essential in meeting a rigorous classroom were used by most of the teachers on a consistent basis. Classroom walkthrough data revealed that 80 percent of teachers had students engaged using one or more of the following strategies: summarization, Think Pair Share, academic vocabulary, cooperative learning, and evidence-based reasoning and writing. Teacher observation and feedback was another successful professional practice that administration focused upon. After each informal observation, administration conferenced with teachers on specific areas on the Instructional Personnel Performance Appraisal System (IPPAS) rubric. Administration observed steady improvement as teachers became more adept at strategies that increased student engagement. Lewis Carroll scored in the top quartile of teachers on the Insight Survey by the Gates Foundation which indicates a high performing school culture. The Observation and Feedback domain score for Lewis Carroll was a 7.5. This is significant when compared to the district top quartile response of 7.3 and the national top quartile response of 8.0. Teachers who were surveyed felt specific observation feedback helped them improve student outcome. This was evidenced in the classroom by increased student engagement. At the beginning of the year, about 30 percent of the time, students were actively engaged. Later in the year, student engagement during instructional time increased to about 70 percent through the use of research-based strategies. We are a Dr. William Glasser Quality School. The philosophy of being a Quality School is that relationships are the basis for student success. Teachers try to maintain strong positive relationships with their students and for the most part deal with day to day behavior concerns in the classroom. We know by observation and teacher feedback that when teachers work on building relationships in the beginning of the school year, student performance will increase. This is the culture of our school; it is a firm foundation which we will continue to build upon. Many of our staff members have been trained and certified by the Dr. William Glasser Institute. However, that was many years ago. We have many new staff members who have not had any training in Choice Theory. In order for Lewis Carroll to maintain its success as a Quality School, we will be training our new teachers as well as our older teachers in Quality School renewal. Concerns Teachers scheduled deliberate collaborative sessions each week to plan rigorous standards-based lessons. Although teachers understood the importance of standard-driven instruction, it was difficult to break away from the old paradigm of using the textbook as the main guide rather than using the standard as the primary focus. Insight Survey data revealed that 67 percent of teachers felt that Lewis Carroll Elementary has revised or adopted curriculum materials to align to the Florida standards. The district response to alignment of curriculum materials was 80 percent. Therefore, an area of focus for Lewis Carroll Elementary teachers will be designing units with curriculum materials that align to the rigor of the standards. Teachers will begin with the end in mind, focusing on the standard. Another area of concern was teaching to the full intent of the standards. Instructional Personnel Performance Appraisal System (IPPAS) self–reflection indicated that a majority

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of teachers felt they needed more training and guidance in planning to meet the full intent of the standards. Professional development will be geared to planning using Understanding by Design by Grant Wiggins and Jay McTighe. Teachers will be planning collaboratively during professional grade level teams with support from our reading coach.

Lewis Carroll’s Student AchievementLewis Carroll Elementary is a high achieving school earning a school grade of A from 2009 to 2014. In 2014-15, Lewis Carroll’s high standard score of 80 percent in reading and high standard score of 72 percent in math contributed to Lewis Carroll’s “A” rating. The overall school grade points increased from 541 to 560, an improvement of 19 points. We hope to continue the successful student achievement on the 2015-2016 Florida Standards Assessments.

Meeting High StandardsThe trend of Lewis Carroll students meeting high standard scores on the FCAT 2.0 Reading has wavered back and forth between 77 percent and 80 percent during the 2011-2014 time frame. On the FCAT 2.0 Math, the trend over the last several years has shown an overall decline in scores ranging from 80 percent to 71 percent. (See chart below.)

All Students in Grades 3 – 6 Meeting High Standard (Levels 3 – 5)

Reading Math Writing

2014 80% 71% 69%

2013 77% 73% 67%

2012 77% 80% 81%

2011 79% 78% 100%

Lewis Carroll Reading AchievementLewis Carroll Elementary continues to do well in the area of Reading. Last year, Lewis Carroll Elementary ranked in the 90th percentile in Reading (Highly Effective Scores) when compared to elementary schools in the state of Florida. This year Lewis Carroll Elementary continues to do well in Reading. Teachers are more aware of using higher level reading strategies to help teach the Florida standards. Student averages on Brevard’s Elementary Language Arts Assessment (BELAA) in all grade levels, except for first grade, exceed the district average. (See chart below.)

BELAA Assessment Averages for 2015

Grade Level Lewis CarrollBELAA

DistrictBELAA

1st 77 80

2nd 75 69

3rd 72 68

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4th 71 65

5th 69 67

6th 68 63

In the primary grades (kindergarten through second grade), running records show student mastery of reading standards. Ninety-six percent of kindergarteners were reading on or above grade level; eighty percent of first graders were reading on or above grade level; and ninety percent of second graders were reading on or above grade level. (See chart below.)

Primary Students Reading on Grade Level for 2015

Grade Level Running Record

Kindergarten 96%

1st 80%

2nd 90%

In the 2014-15 school year, a new version of FAIR was administered. The FAIR-FS (FAIR-Florida Standards) was redesigned to meet the rigor of the new Florida standards. FAIR-FS data indicates that 77 percent of third graders, 66 percent of fourth graders, 58 percent of fifth graders and 64 percent of sixth graders scored in the 39th percentile or higher on the Reading Comprehension portion which is the target determined for success by the district. Third grade scores increased by 12 percent. However, fourth through sixth grade scores declined. Because FAIR-FS is a different test reflecting more rigor, our district expected that we may see a slight decline when compared to FAIR give in 2014. (See chart below.)

FAIR Reading Comprehension

FAIR 2013RC

FAIR 2014RC

FAIR-FS 2015RC

Third 50% 65% 77%

Fourth 54% 71% 66%

Fifth 68% 65% 58%

Sixth 76% 78% 64%

Areas of ConcernEven though Lewis Carroll Elementary continues to be a high achieving school, we have achievement gaps when it comes to our students with disabilities and our economically disadvantaged students.Our students with disabilities (SWD) have shown a decline in scores over the last

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several years in meeting high standards on the FCAT 2.0 Reading until 2014 where students jumped back to where they were in 2011. In 2011, 63 percent of students met high standards; in 2012, 54 percent met high standards; and in 2013, 47 percent of students met high standards. In 2014, 65 percent of students have met high standards. The 2015 FAIR-FS Reading comprehension scores indicate that students with disabilities scored lower than the basic education students. (See chart below.)Our economically disadvantaged students have shown a decline in scores over the last several years in meeting high standards on the FCAT 2.0 Reading until 2014 where students showed a 10 percent increase. In reading, the high standard scores from the years 2011 through 2014 were 69 percent, 58 percent, 65 percent and 75 percent respectively. The 2015 FAIR-FS Reading comprehension scores indicate that economically disadvantaged students scored lower than the general student population. (See chart below.)

FAIR-FS Comprehension Scores

Students with Disabilities

Economically Disadvantaged

Third 70% 72%

Fourth 60% 53%

Fifth 27% 47%

Sixth 30% 53%

Math AchievementMath is an area of concern because Lewis Carroll has decreased in its ranking from the 94th percentile in 2012 to the 79th percentile in 2014. This is a 15 percent decrease over a two year span. On the FCAT 2.0 Math, the trend over the last several years has shown an overall decline in scores ranging from 80 percent to 71 percent. (See chart below.)

All Students in Grades 3 – 6 Meeting High Standard (Levels 3 – 5)

Math

2014 71%

2013 73%

2012 80%

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2011 78%

Lewis Carroll student averages on the District Required Math Assessment given in March 2015 were compared to the district averages. Kindergarten through third grade scored substantially higher than the district average. However, fourth and fifth grades scored lower than the district average while sixth grade scored the same as the district. (See chart below.)

District Required Math Assessment – March 2015

Grade Lewis Carroll Average District Average

K 87% 81%

1 82% 71%

2 80% 69%

3 72% 60%

4 57% 61%

5 41% 50%

6 57% 57%

Science is another area of concern. Lewis Carroll has decreased in its ranking from the 92nd percentile in 2012 to the 67th percentile in 2014. This is a 25 percent decrease over a two year span. Students meeting high standards on the FCAT 2.0 has decreased over the last several years. In 2014, seventy-one percent of students met high standards and in 2015, sixty-one percent of students met high standards. (See chart below). We will focus on improving student performance in 5th grade Science. Teachers will be planning collaboratively to teach the standards in depth. They have purchased and organized Science materials in order to do more hands-on activities.

All Students in Grades 3 – 6 Meeting High Standard (Levels 3 – 5)Science FCAT

2015 61%2014 71%2013 73%2012 74%2011 76%

Areas of OpportunityTeachers have tried to create a more rigorous classroom this past year. It has been a journey as the year progressed. At the beginning of the year, teachers used rigorous strategies sporadically. However, after professional development and observation and coaching, teachers were beginning to ask higher level questions more frequently. Students were explaining processes and ideas rather than supplying right or wrong answers. Equally important is that many teachers were responding to students’ answers

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by probing and engaging them in explaining, reasoning, and problem solving. An area of opportunity would be for more teachers to use scaffolding strategies which include intermittent summarization, asking guiding questions, cooperative learning, and using writing to explain and defend. Rigorous teaching practices will be an area of focus as we move students to a deeper understanding of the standards. Analyzing interim assessments is yet another area we would like to target this year at Lewis Carroll Elementary. Teachers are diligent in using frequent formative assessments to guide instruction in meeting student needs. However, as a grade level, teachers have not analyzed assessments on a regular basis. According to the Insight Survey facilitated by the Gates Foundation, only 27 percent of our teachers (as compared to the district top quarter response of 49 percent), have dedicated time to analyzing interim assessments and to re-teach content based on student performance. We plan to hold data team meetings once a month to develop a systematic process of looking at item analysis.

Analysis of Current Practices: Grade level teams, the Response to Intervention (RTI) team, the exceptional education team, and the activity teacher team meet weekly to review student achievement across the curriculum. Professional learning teams focus on tracking student academic progress. In addition, teachers collaborate to design lesson plans and units which include essential questions across all content areas. Lewis Carroll Elementary teachers will continue to implement the high-yield, research-based strategies with fidelity to meet the new challenge of the Florida standards. Administration provides feedback in the form of “coaching” to assist teachers in successfully teaching the standards. Peer mentors will continue to observe and provide feedback and engage in collegial conversations.

Best Practice:

Jay McTighe and Grant Wiggins, authors of Understanding by Design contend that a core goal of schooling is to educate for meaning and understanding. They both occur when students explain and interpret ideas, put facts into a larger context, inquire into essential questions, and apply their learning in authentic situations. The authors have reviewed findings from cognitive psychology, studies of student achievement, and research on instruction that, taken together, lend strong support to meaning and understanding based approaches. Understanding by Design is a form of curriculum planning that begins with a decision about what students need to learn as the end result. Then the teacher engages in backward design, choosing activities that will bring students to the preselected goal. According to Dr. Max Thompson, Project Director of the Learning-Focused Schools Model research, the first step in improving achievement is the development of explicit, clear, curriculum standards. This can be accomplished through standards-based instruction, essential questions, and learning maps. Dr. Max Thompson’s research has shown that exemplary schools employ research and evidence based practices. Implementing these practices have proven to move schools to exemplary status. After reviewing our student performance data and discussing in teacher and administrative teams, Lewis Carroll Elementary teachers will focus on curriculum planning that lead students to a deeper understanding of the standards. Teachers will

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use Understanding by Design as a guide in planning with the end in mind. The ultimate goal is for students to develop enduring understandings of the standards where application and transfer of learning occur. In addition to this, we will continue to use research-based strategies with fidelity to not only increase rigor, but to deepen student understanding of concepts. In Barbara Blackburn’s book titled Rigor is NOT a Four-Letter Word, research indicates creating a rigorous classroom improves student achievement. Dr. Blackburn reports that it is essential for teachers to ask higher level questions in creating rigor. Equally important is how teachers respond to students’ answers by probing and engaging students in explaining, reasoning, and problem solving. Scaffolding strategies are also critical and include summarizing, asking guiding questions and using writing to explain and defend. Student engagement is an integral piece in the entire process of achieving student understanding in the classroom.

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

Teachers at Lewis Carroll Elementary School will collaboratively design standard-based units in alignment with Grant Wiggins model, Understanding by Design, leading to increased student performance and deeper understanding of concepts.

Strategies: Small number of action oriented staff performance objectives.Barrier Action Steps Person

ResponsibleTimetable Budget In-Process

Measure1. Understanding what standards-based instruction looks like.

1. Use a classroom walkthrough tool to collect baseline data on teaching the Florida Standards to the full intent.

2. Share classroom walkthrough data with teachers.

3. Administration

AdministrationTeachers

Administration

Administration

On-going

October

September-

$0

$0

$0

Lewis Carroll classroom walkthrough tool

Classroom walkthrough data

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and UbD team model and guide unit design during PLT’s.

4. Use early release days to model and support teachers in planning with UbD.

5. Provide substitutes for Teacher Leaders to work with grade levels on planning standard-based units.

6. Use a classroom walkthrough tool to collect end of year data on teaching the Florida Standards to the full intent.

TeachersTeacher Leaders

AdministrationTeachers

TeachersTeacher Leaders

AdministrationTeachers

May

Monthly

Fall semesterand Spring semester

May

$0

Cost of substitute teachers

Paper/copier costs

Teacher unit design/lesson plans

Teacher unit design/lesson plans

Teacher unit design/lesson plans

Lewis Carroll classroom walkthrough tool

2. Instruction lacks rigor.

1. Conduct a student baseline survey. Students circle a research-based strategy that helps them learn.

2. Use Monday faculty meetings as opportunities for teachers to share student samples as indicators of rigor. Teachers check the assignment for alignment to the full intent of the standard.

3. After Professional

TeachersStudents

AdministrationTeachers

AdministrationTeachers

October

On-going

September-May

Paper/copier costs

Paper/copier costs

$0

Student baseline survey

Monday Agenda

Observation notes

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Development takes place, look for specific elements in the classroom during classroom walkthroughs and observations.

4. Administration coaches and offers specific feedback after classroom walkthroughs and informal observations.

5. Peer teachers offer feedback after observations.

6. Teacher Leaders facilitate a bimonthly book club – Rigor is Not a Four Letter Word by Barbara Blackburn.

Administration

Peer Mentors

Teacher Leaders

September-May

November - April

November-April

$0

$0

$0

Observation feedback conference

Peer observation notes

Book study notes

3. Focusing on textbooks and activities rather than focusing on the standards.

1. Use PLT’s to share resources for planning.

2. During Monday faculty meetings, the Media Specialist will share resources for planning.

3. Have district reading or writing resource

AdministrationTeacher LeadersReading Coach

Media Specialist

District Reading or Writing Resource Teacher

September – May

Fall/Spring semester

Fall semester

Cost of curriculum resources

$0

$0

Curriculum Resources

Media notes

Evidence of resources used in the classroom

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teacher visit various grade levels sharing resources.

4. Teachers are not trained or need review of Dr. William Glasser’s Choice Theory and Quality School.

1. Contact Lisa Rogers, certified Glasser Institute trainer for a planning meeting.

2. Plan school-wide training of Choice Theory.

3. Implement training on PD or after school.

4. Begin Choice Theory book club.

Administration

Lisa RogersAdministrationTeacher Leaders

Linda SteelAmelia Eastes

Linda SteelAmelia Eastes

August

September 16

September-May

October-May

$0

$0

Paper/copier costs

Cost of Choice Theory by William Glasser

Phone call

Agenda/Training schedule

Agendas of trainings

Book club notes

5. Parents need to increase their knowledge of the Florida standards in order to support learning.

1. Hold an informational Math Parent Night to help support parent understanding of the Florida Mathematics Standards.

AdministrationTeachersTeacher Leaders

November Copier costs Parent attendance and parent feedback

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.

Teachers will work in deliberate planning groups each week focusing on the standards. They will plan with the end in mind. Teachers will begin to design standard-based units leading to increased student performance and deeper understanding. Teachers will continue to use research-based strategies that support rigor and high levels of learning within the classroom. Student engagement will increase as teachers implement the following strategies: higher level questions, summarization, student-led activities, evidence- based reasoning and writing, and enriched vocabulary. Teachers will continue using an essential question about the content that leads to an enduring understanding and enables students to make connections. The essential question will be written in student language and meant to be answered by students and revisited throughout the unit. Last year’s classroom walkthrough data indicated that approximately 85 percent of teachers demonstrated teaching to the standard but on a superficial level. The standard was posted or written in the lesson plan. However, teaching to the depth of the standard

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was minimal. Most teachers did not have a deep understanding of the standards and this was reflected in the types of activities the students were engaged in. Students demonstrated basic understanding of the standards but more emphasis needed to be given to real world application and transfer of learning to new situations. Administration will monitor progress of standards-based planning using Understanding by Design during professional learning grade level teams (PLT’s). Coaching and feedback will be given during PLT planning. Teacher conferences after observations and classroom walkthroughs will provide another way to monitor progress. In October 2015, baseline data was collected on teaching to the full intent of the standard through classroom observations and the Lewis Carroll classroom walkthrough tool. Observable elements of alignment and rigor along with student engagement were measured on a rubric from one to four. The following indicators were used: 1 – Not implemented; 2 – Developing; 3 – Full intent not yet embedded; and 4 – Full intent and embedded. Our data collection tool also included the various ways students were engaged (lecture/question and answer, cooperative learning, paper/pencil, small group/centers, and hands-on activities.)The October baseline data revealed that none of our teachers met the rubric score of 4(full intent and embedded). Most teachers scored “2-Developing” and “1-Not implemented” on the rubric. It is our intent that by May 2016, sixty percent of the teachers will teach the standard in depth through the use of planning using the principles of Understanding by Design. Data will be collected through classroom observations and the Lewis Carroll classroom walkthrough tool.

Qualitative and Quantitative Student Achievement Expectations: Measures student achievement.

In order to determine and track student achievement quantitatively, grade level district assessments will be monitored during the year to track student academic progress. At the quarterly data Professional Learning Team meetings, teachers and administrators chose to use BELAA, Running Records, FAIR and District Assessments to monitor student progress. The teachers felt these assessments would be the best indicator of student success monitoring the mastery of the Florida standards.We seek to improve student achievement by using Understanding by Design in deliberate collaborative planning, by engaging students in meaningful, yet rigorous activities, and by guided conversations and coaching. By May 2016, the goal is for Lewis Carroll students to increase academic performance by three percent as compared to initial baseline mandated district assessments. Lewis Carroll will improve its academic performance by increasing our school ranking of elementary schools by two percent in the state as indicated by the Spring Florida Standards Assessments.

Part 2: Support Systems for Student Achievement13 | P a g e

(Federal, State, and District Mandates)For the following areas, please write a brief narrative that includes the data from the year 2014-2015 and a description of changes you intend to incorporate to improve the data for the year 2015-2016.

Lewis Carroll Elementary School has a very successful Multi-tiered System of Supports (MTSS). We align and use all available resources to meet the needs of all students. The staff has been trained on the process and procedures for working through the intervention process. Our guidance counselor and district personnel inservice our staff throughout the year to keep them up to date on the MTSS process. Parents have received information as they have entered into the process. Our guidance counselor is proactive in explaining procedures and the process to our parents. We have received much positive feedback from parents that have been a part of the process. We meet in Professional Learning Teams each week. At these meetings we discuss student issues and concerns. We monitor the effectiveness of core, supplemental, and intensive instruction by analyzing district assessment data, running records, I-Station data, and FAIR data. We discuss intervention strategies for tier one, tier two and tier three groups. We also deliberately plan research-based curriculum, which includes differentiated instruction and information for direct academic grouping. Peer mentors are available to our teachers throughout the year to help provide feedback on instructional practices. Our reading coach presents biweekly to advise and guide the curriculum planning. Using this process we are able to assure tier one and tier two students are receiving research-based appropriate curriculum. We have a very adept guidance counselor who meets with the teacher needing help with academic or behavioral intervention for a student. The guidance counselor supports the teacher through the process and sets up a future meeting with our MTSS team to see how that progress is going and plan the next step. Administration is actively involved in the MTSS process and provides support as needed. The Performance Matters Database in Brevard Schools is an excellent source of information to monitor school and student academic data and behavior data. This will allow us to track all three tiers of support. This will assist us in problem identification, and analysis, intervention development and progress monitoring.PARENT AND FAMILY INVOLVEMENT: The Lewis Carroll family recognizes the importance of community involvement in the success of children. Volunteers serve our students through tutoring opportunities, chaperoning field trips, helping in the classroom, volunteering at A+ Thrift Shop, and attending special events and programs. Lewis Carroll’s parent volunteers accrued in excess of 19,600 volunteer hours in 2015. Eighty percent of parents at Lewis Carroll feel valued, well informed and satisfied about school decision making. Administration and staff make it a priority to develop meaningful relationships with our Lewis Carroll families.According to the Lewis Carroll Parent Survey, parents were very pleased with the many parent engagement opportunities offered during the school year. Seventy-nine percent of surveyed parents attended informational meetings last year. This was an increase of seven percent from last year. Ninety-four percent of parents that attended the informational meetings or academic events said that the information was useful. Our parent meetings included: Science Fair meetings, Kindergarten Welcome Breakfast, Math Night, Open House, Book Fair/Family Fun Nights, Quest meetings, Florida Problem Solving (FPS) team meetings, P.T.O. meetings, Winter Concert / Art Show, Running Club and Morning Mile meetings. Other highly successful parent activities coordinated by our

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PTO to involve parents, teachers, and community include: Winterfest, Christmas Shop, Boosterthon Fundraiser, and Mom’s Night Out. These activities help raise money to benefit our students’ education and personal welfare. According to the Parent Survey, 83 percent of our parents indicated they would attend informational parent nights that addressed the Florida Standards Assessment and homework/study Skills. Last year, we hosted a Parent Math night and addressed the Florida standards. This year we will continue to hold a Math Night addressing the Florida standards and the assessments. To further meet the needs of our parents, we will add homework and study skill tips to the agenda. This year we will continue to have a Running Club which will be run by teacher and parent volunteers. According to our Parent Survey, a majority of our parents, almost 53 percent, are satisfied with the after school clubs. We believe that most parents appreciate and support Running Club by the feedback and comments we have received throughout the year. Although we have been successful in involving many parents in our school activities, we have not been as successful in getting parents in the lowest performing quartile involved. For example, our Kindergarten Team usually holds a Kindergarten Math Night to help train parents how to engage their children in Math. Last year, kindergarten parents indicated they were too busy to attend so the Math Night was cancelled. To meet this challenge, the kindergarten teachers have planned to help train parents with Math by setting up Edmodo. Each parent will get an account and have access to a myriad of Math resources. According to the Parent Survey, 98 percent of our parents have access to the internet so we feel this would be a great way to involve parents. Our fifth grade team has also implemented parent involvement with the use of Edmodo and other applications. Parents feel they are more involved in their child’s education by having internet access to helpful curriculum resources. Although 75 percent of parents rated our practical use of technology as excellent or good, our parents still would like more technology equipment purchased and more technology education. Last year our fundraisers helped us to purchase more Ipads. Our technology committee will continue to address this need and create opportunities to involve parents and students with computer technology.

STUDENT SURVEY RESULTS:

21 st Century Skills The Lewis Carroll Student Survey findings show that most students feel successful in learning the 21st Century skills at school. The survey indicated that Lewis Carroll students are doing extremely well in the areas of teamwork and effective communication, exceeding the district average. Seventy-five percent of students used teamwork often. Sixty-nine percent of our students felt that they used effective communication often in school. Sixty-five percent of our students feel they are engaged in meaningful projects. This matches the district percentage. Fifty-nine percent of students indicated they used organizational skills often. Although this is a slight decrease from last year, the district score has decreased as well. We will continue to teach students organizational strategies to our students. We will also focus on giving strategies to parents through weekly classroom newsletters and during Open House and Parent Curriculum Nights.The Lewis Carroll Student Survey findings this year show improvement in the practical use of technology. About 81percent of students feel that they “sometimes or often” get

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to actively participate in technology. However, student comments have indicated that they would like to have the technology available on a daily basis instead of a weekly scheduled time. Student feedback indicates that having daily technology would be beneficial in all areas of the curriculum. Students are also indicating that they would like to have more iPads in the classroom. Most classes have one iPad that the teacher uses for centers. A few grade levels and the Music class have a class set of iPads.

Improving 21st Century Skills are an important part of the District Strategic Plan. At Lewis Carroll, we have been working diligently toward the goal of improving 21st Century Skills by acquiring more technology equipment. Many fundraisers have contributed to the purchase of technology. We have had a Mom’s Night Out, a Boosterthon, and a Winterfest. In addition to this, a Boeing Grant was awarded to Lewis Carroll for the purchase of one Ipad for the Intermediate Varying Exceptionalities classroom.

To address the ongoing need for technology, this year we are planning another Boosterthon where students will have the opportunity to run and help find sponsors to raise money for technology. We are planning a 5K Trek for Tech run in the Spring. We will continue to raise money from various fundraisers to help with purchasing equipment. Besides providing additional funds, the staff at Lewis Carroll has been proactive in teaching 21st Century Skills. We now have three computer labs which will enable more classes to be scheduled. Beginning in Kindergarten, teachers are integrating 21st Century Skills within the curriculum. We continue to promote the use of technology in the classroom through professional development. Last year, we had Mimio training for new teachers and for those who needed refreshment. This year we are planning additional trainings. Google Document training will be held this Fall.

Online SafetyThe Lewis Carroll staff is proactive in teaching students online safety. Ninety-five percent of the students reported on the Lewis Carroll Student Survey that they have learned about online safety at school. The survey results also indicated that most students feel safe online. Eighty-three percent of students have never been cyber-bullied. There is a small percentage of students (19 percent) that say they feel unsafe while online. To address this concern, we have continued our online safety education in each Media class. Students participate by sharing concerns. Solutions and procedures are discussed. In addition to this, we have also been proactive in educating students about cyberbullying. Again, each class rotates through the Media Center over several class periods to learn how to handle cyberbullying. We have provided a “Speak Out” box where students can drop a note anonymously to indicate if they feel threatened. We also display posters about bullying. A hotline is posted for students or parents to call if they feel bullying has occurred. In addition to this, on the Lewis Carroll website, there are links to the District bullying policy, forms, and phone numbers to call for help.

School SafetyWe are a Dr. William Glasser Quality School. The philosophy of being a Quality School is that relationships are the basis for student success. Teachers try to maintain strong positive relationships with their students and for the most part deal with day to day behavior concerns in the classroom. When teachers send students to the office it is usually for what we refer to as “non-negotiable”. These behaviors are of a higher level such as bullying, threatening, or someone has been physically harmed. Only four

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students of a total population of 629 students in 2014-2015 received an out of school suspension due to substantiated bullying. Eleven of our students received an out of school suspension for fighting during the 2014-2015 school year. We will continue to be vigilant in teaching students problem solving and conflict resolution. If a child is a chronic discipline concern and they have been to the office two times or more, we contact our behavior specialist and create a classroom behavior plan. We will track data from the plan. If the plan is not successful we will edit the plan and try other interventions. If the child is still having discipline concerns then the behavior analyst becomes more involved. Parents are always part of the intervention and kept apprised of the child’s progress.For the most part, Lewis Carroll has done well in the area of school safety exceeding district averages. Ninety-four percent of students said they were not afraid to attend school because of bullying. Eighty-seven percent of students have not been threatened by another student, and eighty-six percent of students feel safe at school. Although Lewis Carroll is doing well with school safety, we are concerned that thirteen percent of students felt that they had been threatened by another child. This is an improvement of last year’s results, but still an area of concern. We will definitely address this through our character training. We use Susan Kovalik’s LIFESKILLS and Lifelong Guidelines Program to help educate our students. We also teach our students to communicate their feelings and to “speak up” and let an adult know if someone is unkind. This year we are offering Quality School and Choice Theory to our teachers as a professional development opportunity. We have invited Lisa Rogers, a certified Glasser-trained district resource teacher, to our school to help plan and implement the Choice Theory training. We have a lot of new teachers on staff who have never had the training. We feel this will make a positive impact on student behavior. Our goal is for all students to make positive, healthy choices and to understand that threatening and being unkind is intolerable at Lewis Carroll Elementary.

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EARLY WARNING SYSTEMS (SB 850) We are alert at Lewis Carroll to the many factors that contribute to a child’s success. That is why we have implemented an Early Warning System not only for our sixth graders, but for all students. The indicators of attendance below 90 percent, one or more suspensions, and Level 1 in Reading and/or Math are monitored closely. One other Early Warning indicator we have looked at is reading proficiency in our upcoming third graders. We have used the FAIR Probability of Literacy Success, District Required Assessments, and Running Records to pinpoint these students. Our teachers have been instructed to be on the alert to any one of these indicators. Administration also monitors student data by using FAIR and Performance Matters. We analyze specific student data beginning in kindergarten so that we may catch any problems early. Off-track students who are not proficient in reading and math are placed in an Academic Support Program for reading and/or math in grades 3 -6 during the year. Students meet for services either before, during, or after school.

The table below illustrates the Early Warning data compiled for the 2015-16 school year. When a student has two or more indicators, we convene at an MTSS meeting to discuss his or her progress.

Fill in BLANKS with data from 2014-15 School Year - Number of StudentsGrade Level K 1 2 3 4 5 6 7 8 9 10 11 12 Total Attendance <90 25 20 27 17 26 25 32 1721 or more ISS or OSS

1 1 5 6 3 6 17 39

Level 1 in ELA or Math

NA NA NA 6 NA NA NA NA

Course Failure in ELA or Math

2 6 5 3 0 0 1 17

Students exhibiting 2 or more indicators

2 2 2 2 1 3 8 20

It is important that we intervene and plan positive behavior interventions with all stakeholders when a student is at risk. If a student gets close to the nine days allowed absent under the Brevard Public Schools Attendance Policy, the teacher sends an Attendance Appeal Packet home to be completed. Lewis Carroll’s attendance rate last year was 95.5 percent. This was slightly higher than the district average of 94.9 percent. Excused absences were 1.5 percent and unexcused absences were 3 percent. To encourage good attendance, teachers and staff are proactive in contacting parents. We try to help parents with any concerns, questions, or resources that they may need. Our goal is to increase their child’s attendance. When attendance is a concern then the attendance officer is notified and the parents are invited to an attendance meeting.

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When a student has two or more Early Warning indicators, we convene at an MTSS meeting to discuss his or her progress. All stakeholders brainstorm academic and behavioral solutions for students. Teachers implement strategies and collect data on off-track students. Our reading coach plays an integral part in this process by helping teachers monitor progress, collect data, and implement interventions. If students are at risk of being retained it is a mandate at Lewis Carroll Elementary that the student at risk has been discussed at a MTSS meeting. We want to make sure we have tried all interventions necessary before retention. After interventions have been exhausted, sometimes students are still unable to meet the academic requirements and standards as pursuant to s. 1008.25 (4)(c), F.S. and are retained. Last year, approximately two percent of our student population was retained for not meeting the standards.

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STUDENT TRANSITION AND READINESS

1. PreK-12 TRANSITION This section used to meet requirements of 20 U.S.C 6314(b)(1)(g).At Lewis Carroll Elementary, we are proactive in transitioning our kindergarten students to their first experience in elementary school. Our kindergarten team organizes a special event – Kindergarten Roundup. We try to accommodate the needs of our parents by offering Kindergarten Roundup during the day as well as in the evening. Parents are invited to the school to tour the facilities, meet the teachers, and learn about curriculum and routines. This meeting is instrumental in answering questions and providing support to our new kindergarten families. Lewis Carroll staff is also proactive in meeting the needs of students identified in the exceptional student education program. Our guidance counselor attends meetings at the incoming schools to discuss specific needs and to provide information to parents about the details of a kindergarten day. She offers suggestions and strategies to ensure a smooth transition to Lewis Carroll. Lewis Carroll Elementary is diligent in preparing the sixth grade population for their transition to middle school. Our feeder chain middle schools are invited to speak to the sixth grade students about the available programs. These informational meetings take place during the second semester so that students have enough time to discuss the various programs with their parents. Lewis Carroll Elementary is also attentive to meeting the needs of our exceptional student population. In order to ensure a smooth transition to middle school, we hold meetings for each student in the Exceptional Student Education program. Our guidance counselor and administration interface with the middle school staff to discuss student needs and available options for the next year. Parents are invited to participate and give input during these transitional meetings.

2. COLLEGE AND CAREER READINESS This section is required for schools with 9, 10, 11 or 12. This section meets the requirements of Sections 20 U.S.C. § 6314(b).

Describe the strategies the school uses to support college and career awareness, which may include establishing partnerships with business, industry or community organizations.

Identify the career and technical education programs available to students and industry certifications that may be earned through those respective programs.

Describe efforts the school has taken to integrate career and technical education with academic courses (e.g. industrial biotechnology) to support student achievement.

Describe strategies for improving student readiness for the public postsecondary level based on annual analysis of the High School Feedback Report ( http://data.fldoe.org/readiness/). As required by section 1008.37(4), FL Statutes.

(TITLE 1 SCHOOLS ONLY)

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

Descriptions of Strategy Person Responsible Projected Completion Date1.

2.

3.

Non-Highly Qualified Instructors Provide the number of instructional staff and paraprofessionals that are teaching out-of-field and/or who are not highly qualified. *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 qualified

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

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