Brevard Public SchoolsSchool Improvement Plan

2015 – 2016

Name of School: Area:

Principal: Area Superintendent:

SAC Chairperson:

Superintendent: Dr. Desmond Blackburn

Mission Statement: To serve every student with excellence as a standard.

Vision Statement: Building leaders one child at a time!

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

At the beginning of each school year, Roy Allen’s school accountability presentations are shared with all stakeholders through School Accountability, PTO, Open House, Annual Title I meeting and volunteer presentations. Results from yearly district parent and student surveys, as well as comment forms from parent meetings are taken in to consideration during the development of the School Improvement Plan. Furthermore, the School Improvement Plan can be found on our web site and is available in hard copy upon request. These presentations include the action steps Roy Allen is taking to improve student progress as well as assessment data to show where the improvements have been realized. These presentations also include areas that need much more attention and detailed plans of how to address any declines. We share the celebrations of our success and we continue to strive for excellence.

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Roy Allen Elementary South

Mrs. Lori Migliore Dr. Mark Mullins

Mrs. Kami Gelfond

Brevard Public SchoolsSchool Improvement Plan

2015-2016

Part 1: Planning for Student Achievement

RATIONALE – Continuous Improvement Cycle Process Data Analysis from multiple data sources:

What are the areas of successful professional practices and what data shows evidence of improvements? What are the concerns with professional practices and how are they revealed with data? Grade Reading Gains Math Gains 25% Rdg. 25%Math Rdg. Prof. Math Prof. 2011-2012 A 67 68 81 65 59 66 2012-2013 B (C) 69 67 62 66 58 55 2013-2014 B 69 84 76 77 68 67

Although school grades for the 2014-15 school year have not been released, FAIR data shows evidence of improvement in reading performance third through sixth grade. In the area of Reading Comprehension and Vocabulary Knowledge, FAIR data shows significant growth in the Median Percentile rank in all grade levels from AP 1 to AP 3. Reading Comprehension; third grade 33% to 50%, fourth grade 48% to 68%, fifth grade 31% to 46% and sixth grade 50% to 66%. Vocabulary Knowledge; third grade 57% to 61%, fourth grade 63% to 86%, fifth grade 36% to 66% and sixth grade 49% to 70%. During the 2013-14 school year, Roy Allen increased 48 points in the state grading system earning a “B” with 518 points. 2014 FCAT results demonstrated that focus on data driven standards based differentiated instruction resulted in an upward trend in student achievement.

During the 2015 school year 46% of fifth grade students performed at or above grade level on FCAT science decreasing form 59% in 2014. Further analysis shows that 58% of students scoring below expectation scored FCAT Level 2, and 10 of the 24 students scoring level 2 were one or two questions from performing on grade level. In response to the decrease in science scores, the Title I Science teacher will

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serve as a coach for teachers VPK through first grade, and provide direct instruction during the activity rotation for second through sixth grade. This change from serving all grade levels during the activity rotation will provide additional opportunities for collaboration and planning. Starting in spring of 2015 Florida Standards Assessment (FSA) incorporated writing in the state English/Language Arts (ELA) assessment for 4th- 6th grade students. In preparation for the transition to the new ELA state assessment the district developed Brevard ELA Assessment (BELAA) for students first through sixth grade. During the 2014-2015 school year student performance on the writing portion of the BELLA improved at all grade levels from the first to the third administration. Focusing on utilizing the writing rubrics and providing additional opportunities for students to write in all content areas is imperative to prepare students for the ELA state assessment.

Since 2013-14 school year, the staff at Roy Allen has focused on Standards Based Instruction through data driven differentiated instruction. Roy Allen will continue to focus on standards based instruction through the process of Understanding by Design, and proficiency scales. Through continuous data analysis and ongoing formative assessments, areas of concern will be identified and instruction will be adjusted. Utilizing proficiency scales, teachers will be able identify students’ current level of performance and adjust instruction accordingly. Differentiated instruction will be utilized daily by all instructional staff in a proactive measure to address learning gaps and ensure mastery of standards.

Roy Allen also had 49 ELL students participate in the Florida Comprehensive English Language Learning Assessment (CELLA), the school summary indicates the following proficiency rates; Listening/Speaking increased from 51% to 53%, Reading decreased from 38% to 35% and Writing increased 30% to 33%. A large percentage of second grade students have been in the ELL program for two consecutive years, and exhibited marked improvement in CELLA results from the previous years. Fifth grade had the largest number of students in the ELL program. Fifth grade CELLA results indicate that 75% were proficient in Listening and Speaking, 73% proficient in reading and 50% proficient in writing. With this in mind, it is essential the Florida English Language Arts Standards for Writing, Speaking and Listening are embedded in daily instruction throughout the content areas.

We currently have two VPK classes providing early exposure to a quality preschool program. These programs will help ensure the students attending, enter kindergarten with a strong sense of print knowledge and phonemic awareness. Results from the 2014 VPK Readiness Rate calculation (based on ECHOS and Fair), indicate students attending the Roy Allen VPK program achieved a Readiness Rate of 89% well above the 67% required by the state. 2015-16 Assessment Period 1 the Florida Department of Education VPK Assessment Online Reporting System results indicate the following results for students entering VPK. VPK Assessment Results Assessment Period 1 Below Expectations Meeting Expectations Exceeding ExpectationsOral Language Vocabulary 20% 53% 26%Print Knowledge 76% 5% 9%Phonological Awareness 53% 32% 15%Mathematics 79% 18% 3%

What are the areas of successful student achievements and what data shows evidence of improvements? What are the concerns with student achievements and how are they revealed to the data?

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What other areas of strength or opportunity are revealed in data from leading indicators?

Analysis of Current Practices: Describe action steps that have become non-negotiable, things that you will continue doing.

The Houghton Mifflin Harcourt Florida Journeys program is the adopted District Reading program. Roy Allen meets the needs of all students by adhering to the 90- minute uninterrupted reading block. Additionally all grade levels participate in the RtI process for thirty minutes outside of the reading block, to include iii and enrichment instructional strategies. Differentiated instruction has been a focus in grades K-6, to include all three areas, content, product and process. During the 2013/14 school year Roy Allen focused on differentiated instruction and began receiving professional development so teachers would have a deeper understanding of what DI is and how to implement in each classroom at all grade levels. Additionally, Kagan Structures was introduced to Roy Allen. Teachers and administration attended Kagan Structures Training. The structures were shared with teachers to utilize in the classrooms. Kagan Structures are research, evidence based student engagement strategies to engage all students in the learning process. Teachers implemented these structures in 100% of the classrooms with the primary focus on comprehension, fluency, and vocabulary skills. Progress Monitoring Plans are created and implemented for all below-grade level (BGL) students as well as for those students who exhibit two or more of the Early Warning Indicators to address deficient areas. Additionally, all students performing below grade level are recommended for ASP (Academic Support Program) classes. The goal of Academic Support Program (ASP) is to provide instructional support to below level and level 1 students and will occur before and after the regular school day to provide support/remediation. The criteria for students to participate are as follows: Grade 3 students scoring in the lowest quintile in reading on FSA (3rd grade students are a priority); Lowest 25% in Reading (3rd Grade); Grades 4-6 lowest 25% in reading and mathematics; Students in grades 3-6 who display deficiencies in science (Note: Students (grades 3-6) struggling in science are encouraged to be invited to participate in Science ASP). Computer based interventions, Triumphs, Do the Math and teacher selected materials will be used with these students to differentiate instruction for areas in need of improvement.

Roy Allen is the first year of implementation of Istation, a researched based state adopted computerized reading intervention program. Istation provides computer-adaptive assessments and curriculum for students of all ability levels. Istation will be utilized as a Tier 2 intervention for struggling students during Walk to Intervention, as part of the RtI process. Monthly ISIP assessments monitor the progress of all students, provide Skill Growth Reports. Priority Reports alerts teachers of students needing additional support and provides documentation of intervention. On Demand Assessments are available as needed for more frequent progress monitoring for targeted students. All students VPK through sixth grade will utilize Istation as a supplement to their core reading instruction. Istation recommended weekly usage is as follows.Tier 1 Usage: 30 minutes weekly for maintenance of skills and enrichmentTier 2 Usage: 60 minutes weekly for remediationTier 3 Usage: 90 minutes weekly for targeted instruction.Istation provides a Parent Portal for home access and extended learning opportunities for all students.

The Writing programs currently used for Writing in K-6 grades, consists of the Piece By Piece pacing guide, Developing Artistic Writing Conventions and Writing Skills in place. DBQ activities are introduced in grades 4 through 6 which incorporates rigor and responding to multiple text based questions. Roy Allen will continue to provide professional development in writing instruction as evidenced by 17% of

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students performing at proficiency on the 2013-2014 Florida Writes Assessment. Although Roy Allen has had a school wide writing cadre in place, the development and implementation of a school wide writing plan is a priority. The Writing Cadre will be established to include a member of each grade level from K-6 grades. This team will develop monthly writing assessments based upon grade level rubrics and the Florida State Standards. The Writing cadre collaborates on ways in which to improve Writing instruction in areas indicated from the District Writing assessment. Additional opportunities for writing enrichment are built into to the Walk to Intervention schedules. Students performing on grade level in reading based on data from multiple sources will receive additional writing instruction two days a week. Data analysis from BELAA indicates that many students score well on the multiple choice sections of the assessment but lose points on the short answer and extended response questions. By providing additional targeted writing instruction the goal is to bridge the gap between reading and writing proficiency.

Currently, Scott Foresman EnVision (K-5 grades) and the Macmillan/McGraw-Hill Glencoe (6th- grade) Math programs are implemented for Mathematics instruction for at least 60 minutes, daily. Formative Assessments, Success Maker and progress-monitoring data drive Math instruction. Teachers, including Title I differentiate instruction for all students and incorporate Kagan Structures, and Number Talks to promote student engagement. Teachers will incorporate B.E.S.T. instructional strategies to retain and increase student progress on the 2015 Florida State Assessment. First through third grade teachers use “Do the Math,” for students performing below grade level. Instructional strategies posted on CPLAMS is also utilized. The Science curriculum, National Geographic, is currently in place for grades K-5. The 6th-grade curriculum is Discovery Education. Science instruction is aligned to the Florida State Standards.FCAT and Classroom Walkthrough Data revealed an improvement in student engagement and differentiated instruction and strength and quality of instructional practices, level of student engagement and the amount of high level questioning or essential questioning. However, inconsistency remains among the classrooms. Therefore, differentiation will continue to be the main school-wide focus as well as the implementation of student engagement activities as found in Dr. Spencer and Miguel Kagen and Max Thompson’s research. Additionally, rigor will be added to this focus. The same strategies that began to be studied previously will continue 1) RtI process, 2) differentiated instruction through the use of data, and 3) providing daily interventions at all grade levels with fidelity. Knowing that research shows that the amount of time students’ spend actively engaged in learning is directly linked to their academic achievement, strategies have been created on providing teachers professional development opportunities in managing the learning environment in a way that affords and yields the highest level of student engagement. Strategies for differentiation through the continued use of Thinking Maps and incorporating clearly identified roles for students in cooperative learning and academic discussions and activities will lead to improved student progression an all sub groups. In addition, a study of The Leader In Me, by Stephen Covey and How To Differentiate Instruction in Mixed-Ability Classrooms by Carol Ann Tomlinson will be continue during this 2014-2015 school year. Teach Like a Champion by Doug Lemov, referenced in Leverage Leadership, Paul Nambrick-Santoyo, will be the focus of study in Professional Learning Communities/Collaborative Teams at Roy Allen.

The leadership team will continue to focus on quality feedback for the 2015-2016 school year. During the spring of 2015 teachers completed the INSIGHT INSTRUCTIONAL CULTURE SURVEY developed by the Gates Foundation. Survey results were used to measure the school’s culture and leading indicators of student achievement. Roy Allen ranked within the top 20% of Brevard schools on the Instructional Culture Index. Teachers overwhelmingly reported that Roy Allen leaders promote a safe and productive learning environment and that teachers shared a common vision of what effective teaching looks like. Results also indicated that school leaders articulate a clear overarching vision that drives priorities, goals and decision making within the school. Survey results identified common areas of concern; teachers would like additional support from administration on instructional feedback following observations and specific actions to improve teaching practice.

According to Paul Bambrick-Santoyo, Leverage Leadership, “Effective observation and feedback isn’t about evaluation, it’s about coaching.” Feedback must be simple and focus on only one or two areas at a time. The change must be manageable, focused and include three components for the leadership team:

1. Scheduled observations: Lock in frequent and regular observations

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2. Key Action Steps: Identify the one or two most important areas for growth3. Effective Feedback: Give direct face-to-face feedback that practices specific action steps for

improvements. Leverage Leaderhsip, Paul Bambrick-Santoyo

Although the enrollment has remained the same over the last three years, the demographics have changed (increase to 64% free and reduced lunch) along with the significant changes to the Florida State Assessment, the need to build a supportive, respectful and positive learning culture is key. According to both Stephen Covey and Marzano, quality relationships between teachers and students is the “keystone” of effective management and that students listen to every behavior made by the teacher. As a result, The Leader in Me, The Friendship Bench and Friendship Reports will continue to be part of the culture of Roy Allen and focus on building those vital, strong relationships.

During the 2013-14 school year, a large portion of the staff participated in a PLC led by Mrs. Migliore concentrating on the book The Leader in Me by Stephen Covey. “Create a Great Day” is posted at the entrance of Roy Allen. The ultimate goal is to help students utilize the 7 Habits of Highly Effective People at an early age inspiring greatness while developing leaders one child at a time. Visual reminders of the seven habits are seen throughout the school. Simultaneously we will continue to focus on creating a culture of leaders and friendship through the use of the Friendship Bench and Friendship Reports. Ultimately creating a culture of positivity.

LEAD will be replacing SLANT for the 2015- 2016 school year to go with our “leadership” theme of our school. The idea is the same, just a different word to use. This is a school wide program. SLANT was developed at the University of Kansas by the education department as a technique of helping college athletes. The acronym SLANT is a strategy that is helpful in training one’s body and mind to be actively engaged in class, especially when learning new information or being involved in a class discussion. This helps to maximize engaged time in class. Roy Allen will be using this tool throughout the campus to monitor student’s behavior in lunch, activities, and the classroom. It is a point system where students earn points based on how they are as a class in each of these areas. The letters in LEAD for activity and in the classroom stand for the following:

L: Listen for DirectionsE: Engage YourselfA: Attention on SpeakerD: Dare to Lead By Example

This year, the letters for LEAD in the cafeteria will stand for the following:L: Look Around for Trash and Keep Area CleanE: Enter Café’ Line Quietly and with Respect A: Ask Permission to Get UpD: Do Use Your “Inside” Voice

On Friday afternoon, a student come collects class score for the week. The class with the highest score (one class in primary K- 2 and one class in intermediate 3-6) is the “winner.” The winning class is announced on the morning announcements on the following Monday morning as the “LEADERSHIP CLASS OF THE WEEK.” A tube, is presented to the class on the morning announcements. The winning class carries the tube around campus to activity, computer lab, lunch, so that the school can acknowledge the “LEADERSHIP CLASS OF THE WEEK.”

100% of the students at Roy Allen have opportunities to participate in STEM-related experiences. In an effort to encourage more students to participate in STEM related activities, Roy Allen holds an annual Science Expo in which students have the choice to complete either a traditional science project, a research report or design a model. Academic focused field trips are provided at all grade for all students. Through the use of technology, classroom teachers are utilizing virtual field trips which provide additional experiences for students to collaborate with experts and travel the world. Roy Allen has four computer labs, 74 student iPads, 42 Yoga laptops and at least 3 computers in every classroom providing students’

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daily access to technology. In an effort to enhance students 21st Century Skills and embed technology in to daily instruction teachers are encouraged to incorporate technology in all content areas.

Best Practice:

Based on research, as it relates to the data analysis above, what should be best practices in the class room? In accordance with Brevard’s initiative to implement Grant Wiggins and Jay McTighe’s curriculum-planning framework, Understanding by Design, Roy Allen’s focus for professional development will be to become acquainted with the big ideas of Understanding by Design (UBD). The primary goal of UBD is to develop a deeper understanding of “big ideas” and transfer learning to new situations. Since effective curriculum is planned “backwards” with clear priorities and purpose, Roy Allen teachers will focus on prioritizing standards and utilizing learning scales to measure student progress towards skill mastery. The aim in planning using the UBD philosophy is that over time students will become better at making meaning of their learning, drawing inferences and transferring learning to new situations independently.Teachers need to prioritize standards in an effort to determine what is going to help students in 40 days, 40 weeks and 40 years. Roy Allen’s UBD Leadership team will continue to support teachers in the acquisition of the UBD process of backward design, with a focus on desired learning, not content coverage.

According to Marzano and Brown (2009) “A key component in promoting high levels of student achievement is ensuring that all students are intellectually, emotionally, and socially engaged. Roy Allen will continue to practice Kagan Structures in the classroom and will provide PD during faculty meetings, and will be modeled on PD Days and Early release Days. Student engagement strategies such as The Kagan Structures replace the traditional teacher-centered instructional methods with an array of student-centered instructional strategies.

According to Costa and Kallick (2008), when teachers are asked what they want their students to be able to do, they invariably emphasize the importance of thinking and problem solving. Yet given the high degree of apathy seen among students, we must engage students’ minds and guide them to use their minds for these actions. When we expand student thinking and engage them through student interest, we can only foster conditions that pique their engagement and thought processes.

When teachers utilize High Yield teaching strategies it facilitates strategic teacher questions—questions that promote formative discourse—share three characteristics: (1) they are planned for, (2) they help students harness the workings of their own minds, and (3) they use appropriate “wait time” to increase student accountability and the complexity of student responses. These skillful questions focus students' attention on content and concepts that are critical to the learning targets, build logically and directly on students' prior knowledge, stimulate students' reasoning in ways that help them formulate personal responses, and result in learning that is richer, deeper, and more integrated (Dillon, 1988; Walsh & Sattes, 2005).

This research gives a strong framework for teachers to increase student achievement. Professional development needs to increase in the area of high yield strategies and student engagement. Increased classroom observations from both administration and peers with specific honest feedback about the use of these strategies will also improve student achievement.

The expected current practice consists of developing improved instructional practices through the RtI process and the seven RtI core assumptions (NASDSE, 2005)1. that the educational system can effectively teach all children

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2. that early intervention is critical to preventing problems from getting out of control 3. that the implementation of a multi-tiered service delivery model is necessary 4. that a problem solving model should be used to make decisions between tiers 5. that research based interventions should be implemented to the extent possible 6. that progress monitoring must be implemented to inform instruction 7. that data should drive decision making. Progress monitoring tests keep teachers informed about the child’s progress in reading during the school year and assist the teacher in planning strategic instruction. Progress Monitors are a quick sample of critical reading skills that tell the teacher if the child is making adequate progress throughout the school year. Roy Allen Elementary uses the Phonological Awareness Screener for Intervention (PASI) to monitor progress of students in kindergarten and first grade. The Phonics Screener for Intervention (PSI) monitors the progress of students in grades 1-5 (as needed), and the Florida Assessment for Instruction in Reading (FAIR) monitors progress of all students in grades 3-5. Daze is the standardized based on the standardized DIBELS version of maze procedures for measuring reading comprehension. The purpose of a maze procedure is to measure the reasoning processes that constitutes comprehension. Specifically, Daze assesses the student’s ability to construct meaning from text using word recognition skills, background information and prior knowledge, familiarity with linguistic properties such as syntax and morphology, and reasoning skills. Another progress monitoring tool utilized by teachers is Running Records. A running record is a tool that helps teachers to identify patterns in student reading behaviors. These patterns allow a teacher to see the strategies a student uses to make meaning of individual words and texts as a whole. Running records, when paired with comprehension inquiry, can be used to identify an instructional reading level for individual students.

Data is analyzed in all content arear and instruction is driven by assessment results. Individual student progress is monitored school-wide within student data binders. Although this is the expected current practice, it is not the practice of every teacher, school-wide. Because this research and the research of Max Thompson indicates that these strategies lead to increased student achievement, the goal is for every teacher to become proficient in the implementation of these researched strategies. Therefore, the importance for teachers to continue to improve in these instructional practices as well as 3 of the 5 high-yield strategies identified by Max Thompson is essential.

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

Roy Allen will continue to focus on standards based instruction through the process of Understanding by Design, and proficiency scales.

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

ResponsibleTimetable Budget In-Process

Measure1. Knowledge of the depths of the focus standards within LAFS/MAFS

1. Update standards binders to reflect the current Prioritized Standards2. Utilize Increased classroom observations from both administration and peers with specific honest feedback 3. Vertical team observations and articulation to deepen the understanding of the range of standards.4. Ongoing recalibration of prioritized MAF Standards5. All teachers will attend Proficiency Scales and Learning Goals training by Marzano Research LLC. 6. Prioritize LAF Standards7. Increase rigor through the use of focus standards and scales.

8. All teachers will participate in staff development focusing on The Understanding by Design Guide to Creating High – Quality Units, by Grant Wiggins and Jay McTighe

Administration, Florida Standards Training Team, and classroom teachers

Teachers, Administration,

Teachers, Administration,

Preplanning Through June, at Faculty Meetings, PLC’s, inservice days and early release days

By the end of the second nine weeks

Oct. 16th PDD at Bayside High School

By the end of the third nine weeks

$1,000 Substitute budget for teacher observations

$1,100

Data Binders, Feedback and agendas from staff

Agendas from training, data from classroom walkthroughs

Feedback forms from classroom visits

Agenda from Grade Level Planning Meetings

LAF’s prioritized standards folder including sample lessons and assessments

2. Need for increased student engagement in daily instruction.

1. Continue Professional Development in the area of student engagement and

Administration, Reading Coach, Kagan Trained Teacher Leaders and District Personnel

Preplanning Through June, at Faculty Meetings, PLC’s,

$4,380 Agendas from training and data gathered from classroom walk- throughs

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rigor2. Continue ongoing staff development on student engagement and rigor3.Increase classroom observations from both administration and peers with specific honest feedback

inservice days and early release days

3.Consistency and fidelity of school wide reading assessments

1. Provide training in identifying appropriate assessments.2. Identify purpose for chosen assessments administration and results.

Administration, Data Teacher Leaders, MTSS Team and classroom teachers

September- June, based on District Decission Trees and RtI Needs

Assessment Data from District and classroom assessments

4. Teacher understanding of data collection and organization and use of collected data to drive instruction

1. Teacher leaders will provide training on student data collection and organization2. All teachers will maintain current class and individual student data sheets

Administration, Teacher Leaders, and classroom teachers

September- June, at Faculty Meetings, inservice days, PLC’s and early release days

Teacher and student data binders

5. Teacher understanding of academic writing

1. Professional Development in the area of academic writing and scoring using FSA/BELAA rubrics2. Establish a Writing Cadre 3. Writing Cadre will establish grade level monthly writing assessments4. Review results of writing assessments in monthly grade level meetings.5. Display on grade level quality monthly writing samples in hallway with standards posted.

Administration, Writing Cadre,Theresa Phelps

Monthly Writing Assessments and data analysis of results

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6. Administration will monitor instructional rigor during classroom walk abouts and provide specific feedback regarding Professional Development

Develop observation and feedback schedule

Administration and Peer Coaches

August – May, on going

Feedback notes from classroom observations and meetings with the teachers.

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.

Where do you want your teachers to be? What tools will you use to measure the implementation of your strategies? What tool will be used to measure progress throughout the year? Use real percentages and numbers.

During the 2015-16 school year, Roy Allen will continue to focus on standards based instruction through the process of Understanding by Design, and proficiency scales. Professional practices at Roy Allen will continue focusing on standards based instruction through data driven differentiation, to develop implement and evaluate instructional strategies. A collaborative problem planning approach will be utilized to make data driven instructional decisions, to ensure that the needs of all students are being addressed. Additionally school-based collaborative teams will focus on identified groups of underperforming students in an effort to provide unified and accelerated support. Progress Monitoring Plans will be developed and implemented for all below-grade level (BGL) students as well as for those students who exhibit two or more of the Early Warning Indicators to address deficient areas. Performance Matters reports will be utilized to monitor student progress.Differentiated instructional practices will be evident in 100% of our classes, with the implementation of the Data Team Process incorporating all 6 steps of the process based on the rubric provided during the 2013-14 school year. Although the majority of teachers were implementing differentiated instruction from level 4 of the 6 levels of DI instruction, this year Data Walls in the conference room will track grade level progress. Teacher lesson plans provide evidence of differentiation of instruction, based on student needs. Kid Talk and MTSS (IPST) meetings will be documented in Performance Matters. The master schedule will reflect daily intervention in all grade levels for reading and math. RtI documentation and record sheets for all Tier 2 and Tier 3 intervention groups will record attendance and on-going progress monitoring to ensure fidelity of the process. Administrative walk-throughs will document that best practices are being utilized in all levels of instruction to include rigor. Rigor will be measured based upon the Depth Of Knowledge Question Stems developed by Dr. Norman Webb. Increased classroom observations from both administration and peers with specific honest feedback about the use of these strategies will also improve student achievement. In addition teachers will document professional practice outcomes by documentation in their IPPAS portfolios

Qualitative and Quantitative Student Achievement Expectations: Measures student achievement.

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Where do you want your students to be? What will student achievement look like at the end of the school year 2015-16?What tools will be used to measure progress throughout the year?

The goal of Roy Allen Elementary is to increase the percent of students scoring at proficiency as evidenced by improved performance on FSA. As of Spring 2014, Reading (68%) and Math (72%) of students performed at or above satisfactory (Level 3 or higher) on the FCAT 2.0. As the state transitions to the new ELA and Math State Assessment and establishes proficiency levels, the goal is for 70% of students to perform at or above proficiency in reading and 74% at or above proficiency in math. Roy Allen’s 2015 FSA Mean T Score is as follows, FSA ELA; third 49, fourth 53, fifth 47 & sixth 54, and FSA Mathematics Mean T scores; third 48, fourth 52, fifth 51 & sixth 57. One measure of progress would be increasing the Mean T score for all grades on the FSA ELA and Mathematics during the 2015/16 school year. In the area of science, the expectation is for students at proficiency to increase by 10%, from 56% to 66% at level 3 or above. Based on the RtI process providing immediate and targeted interventions, differentiation and increased student engagement students will demonstrate increased success in school as evidenced by improved classroom performance, student work samples, Istation reports and data notebooks.

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 2014-2015 and a description of changes you intend to incorporate to improve the data for the year 2015-2016.

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.

1. 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. Include the methodology for coordinating the use of federal, state and local funds, services, and programs.

2. Describe your school’s data-based problem-solving process: including types of data used to monitor effectiveness of core, supplemental, and intensive instruction; and school based structures in place to address MTSS implementation.

The Master Schedule was created to include reading and math intervention blacks in all grade levels. Additionally, biweekly Kid Talk meetings will also focus on Tier 1 data as well. The focus of this year’s

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Kid Talk/Data Talk meetings will be to provide opportunities to review all District Assessments as well as common classroom assessments, Istation reports and on-going progress monitoring in the intervention groups, in order to identify areas of concern. This problem solving model will provide the structure to identify, develop, implement and evaluate instructional strategies to accelerate all students. A collaborative problem solving approach will be utilized to make data driven instructional decisions, to ensure that the needs of all students are being addressed. Students identified as Tier 2 &Tier 3 will receive intensive remediation utilizing Istation, a researched based state adopted computerized reading intervention program. Istation provides computer-adaptive assessments and curriculum for students of all ability levels.

Additional opportunities for writing enrichment are built into to the Walk to Intervention schedules. Students performing on grade level in reading based on data from multiple sources will receive additional writing instruction two days a week. Data analysis from BELAA indicates that many students score well on the multiple choice sections of the assessment but lose points on the short answer and extended response questions. By providing additional targeted writing instruction the goal is to bridge the gap between reading and writing Additionally school-based collaborative teams will focus on identified groups of underperforming students in an effort to provide unified and accelerated support.

Academic Support Program (ASP)

Eligible students will have opportunities for additional instruction in reading, math and science. Utilizing ASP funds students will have the opportunity to participate in extended learning opportunities at the “time of need”. ASP for reading and math will be provided five days per week for 30 minutes before school utilizing Istation, Raz Kids, and teacher selected educational software as well as small group instruction based on student needs. After school ASP will be provided on Monday and Tuesday from 2:30 to 3:45 pm. Session formats will include small group instruction, computer based and individual instruction utilizing materials such as Triumphs, DO the Math and Rewards. Identified students in grades 5th - 6th grade will have an opportunity to participate in an afterschool science program. Student progress will be documented through the use of ASP progress Reports and PMP’s in Performance Matters, updates will occur in conjunction with interim reports and report cards. Once the plan is approved, services will begin promptly for students who meet the requirements and will continue for the length of the funding. Additional Title I funds will be utilized once ASP funds are exhausted, to extend the services as long as possible.

Before and After School Care Roy Allen offers the Brevard After School Program, providing a safe and healthy environment beyond the school day that challenges and encourages children to participate in a variety of activities while being supervised by caring, qualified staff. Quality out-of-school time focuses on the child’s social and emotional needs as well their physical development and offers the opportunity for fun, growth and learning. Students are also provided with an organized space and supervision for homework. After School programs are available every day that school is in regular session, stating at 6:30am and closes at 6:00pm.Enrichment OpportunitiesRoy Allen provides many opportunities for students to participate in clubs. Clubs available to the students include but are not limited to the following; Leadership Academy, Robotics, Odyssey of the Mind, Future Problem Solvers, Earth Kids, Art Club, Strings, Beta Club, Chorus, Panther Paws News, School Store, Safety Patrols, Yearbook, Track Club and other leadership opportunities as they arise.

PARENT AND FAMILY INVOLVEMENT: (Parent Survey Data must be referenced) Title I Schools may

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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 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? 

Data received from the 212 responses on the 2015 BPS Parent Survey indicates that the best way to communicate with parents and keep them informed is as follows; email (85%), notes from teacher (61%), personal phone call (46%) edline (28%) and newsletters (41%). Priority will placed on increasing the usage of edline which provides parents with current grades and information specific to their child’s progress. We have seen an increase in the number of parents with active Edline accounts. Ninety four percent of parents responded that informational meetings and academic events provided useful information. Parents reported that the reason they did not attend some of the informational or academic meetings was because meetings were not provided at convenient times. Results indicate a need for trainings to be provided on a variety of times and days to meet the diverse family needs, many of the trainings will be provided in during the school day as well as before school and in the evening. Homework help, study skills, and anti-bullying were the most requested trainings. Parents selected excellent/good to the following statement, “Rate how satisfied you are with the overall quality of your child’s school (Roy Allen Elementary 92%).

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 2.2.3, 2.2.4, 2.2.5

The data for the Strategic Plan Indicators can be located on the following survey pages. 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

Roy Allen’s BPS survey was completed by 208 students. The survey results indicated that 86% of the students have a computer with Internet access at home, which is a slight increase from the previous year. Over 59% of the students indicated that they often think about the consequences of the choices they make and an additional 33%said they sometimes think about the consequences. Last year 90% of the students reported that think about how their choices affect others, which was an increase from the 83% reported previously. Survey results show positive results increasing from 65% to 69% of the students agreed with the following statement, “I am comfortable with who I am and the decisions I make”. Regarding 21st century skills, the majority of the students chose “often” for the following categories: teamwork, effective communication, meaningful projects, personal character, how to research, real-world issues and practical use of technology. Of the students responding, results indicated that 95% of the students learned internet safety at school. Students did not indicate that bullying has been a major concern at Roy Allen; however 7% indicated that they were afraid because of bullying, 20% indicated that they had experienced someone telling rumors or mean gossip about them increasing from 18% reported on the 2014 survey, and 12% which is a slight improvement from16% in 2013 reported that they had been threatened by another student. Approximately 9% reported that on-line problems had caused problems with friends at school which is a significant decrease from the 16% reported in 2014, 5% indicated that mean comments had been posted

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online about them down from 18%, and 19% had received a hurtful text or email, which indicates a decrease of 6% from previous years. Over 90% of the 152 students responses reported that they feel safe at school, up from 85% last year. Of the students that reported that they did not, 9% felt concerned when riding a bike to school which increase from 4% reported in 2014, and 5% reported concerns while riding the bus.

Roy Allen currently utilizes 2nd Step as a school wide bully prevention program as part of our Tier 1 behavior plan. Every classroom teacher is trained and implements the program with fidelity, as the role playing component of this program is critical to the success of understanding for students.During the 2013-14 school year, a large portion of the staff participated in a PLC led by Mrs. Migliore concentrating on the book The Leader in Me by Stephen Covey. Building student leaders continues to be the focus at Roy Allen. “Create a Great Day” is posted at the entrance of Roy Allen. The ultimate goal is to help students utilize the 7 Habits of Highly Effective People at an early age inspiring greatness while developing leaders one child at a time. Visual reminders of the seven habits are seen throughout the school. Simultaneously we will continue to focus on creating a culture of leaders and friendship through the use of the Friendship Bench and Friendship Reports. Ultimately creating a culture of positivity.

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EARLY WARNING SYSTEMS (SB 850) Please complete 1 – 31. List any additional early warning system indicators and describe the school’s early warning system. 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 Level 1 score on the statewide, standardized assessments in English Language Arts or mathematics Other

Add any additional EWS indicators here.Administration and guidance monitor Early Warning Indicators on a weekly basis.

SECONDARY

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 Other

Add any additional EWS indicators here.

Description of early warning system.

2. This section captures a snapshot of the total number of students exhibiting a respective indicator or set of indicators during the 2014-15 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 2015-16.:

The number of students by grade level that exhibit each early warning indicator listed above.

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 14 3 5 5 6 3 4 N/A N/A N/A N/A N/A N/A 401 or more ISS or OSS

6 4 7 7 3 6 4 N/A N/A N/A N/A N/A N/A 37

Level 1 in ELA or Math

N/A N/A N/A 17 N/A N/A N/A N/A N/A N/A N/A N/A N/A 17

Course Failure in ELA or Math

0 N/A N/A N/A N/A N/A N/A 0

Students exhibiting 2 or more indicators

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).

All students performing below grade level or displaying two or more indicators of the Early Warning System will be closely monitored utilizing the RtI process. Students will be placed on individualized PMP’s listing specific strategies and interventions. Daily reading and math intervention and biweekly Kid Talk meetings are built into the master schedule to provide opportunities for targeted instruction and on-going progress monitoring. Extended day opportunities are available before and after school to

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provide additional instruction in reading and math in an effort to remediate at the time of need.A new sign-in system was put in place for the 2014-15 school year, as a proactive measure to reduce the number of tardy students missing valuable instructional time. Every time a student is tardy for school the parent must complete their child’s Early Warning System check in card. It is stated on the card that every third time a child is tardy, the parent must meet with administration or guidance in an effort to resolve the attendance concern and reduce the loss of instructional time. Chronic attendance concerns will be monitored by guidance and the MTSS team, working closely with parents to resolve truancy concerns.

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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).Describe the strategies the school employs to support incoming and outgoing cohorts of students in transition from one school level to another. When transitioning students from VPK into Kindergarten, Roy Allen invites students and parents to participate in a Kindergarten Round-Up. Participating students are given a tour of the building and introduced to the kindergarten teachers. Every student entering kindergarten is also scheduled for one hour of one on one time with the kindergarten teacher to give entry level assessments during which time, the teacher conferences with the individual students to find what he/she is interested in. When transition sixth grade students to seventh grade, parents are provided with all school choices. Guidance counselors from the feed schools provide assemblies for the students and students are taken on tours of the middle schools. Students learn expectations and are given strategies for success in the middle school setting.

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 DateProvide Beginning Teacher Induction Program Administration 7-30-15Provide Teacher Mentors Administration 9-15-15Mentor Council Representative attend District Training

Mentor Council Representative

8-31-15, 11-12-15,1-26-16,3-16-16

Provide ongoing professional development Administration 6-11-16

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

47 teachers

12% (6)

All teachers are currently enrolled in ELL courses or will be taking a course this school year. The ELL resource teacher and guidance counselor work provide support for the teachers to ensure ELL strategies are being implemented in daily instruction.

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