1 | Page

Brevard Public Schools

School Improvement Plan

2018-2019 Superintendent: Asst. Supt. of Leading and Learning:

Principal Supervisor: Name of School:

Principal: SAC Chairperson:

School Grade

History

2017-18: A 2016-17: A 2015-16: A

Mission Statement:

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

Vision Statement:

Our vision is to have a culture of dedication, collaboration, and lifelong learning to serve all Gemini students by maximizing their potential and empowering them with the essential skills to learn, work, and succeed in the 21st century.

Mark W. Mullins, Ed. D. K. Jane Cline

Tara Taylor Gemini Elementary

Jennifer Julian Erin O’Brien and Natasha Crissey-Akil

Connections to District Strategic Plan Obj.L1. Protect instructional time Obj.L2 Support educator effectiveness and build capacity of teachers to improve student outcomes and close achievement gaps Obj.L4: Provide equitable support for every student’s social-emotional development Obj.L6. Build principal capacity to develop and spread highly effective instructional practices

2 | Page

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

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

Gemini’s SIP Development Process: ● Stakeholders conduct a prior year qualitative and quantitative data analysis. This occurs in May

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

● Guiding Question: Did we meet our projected measurable outcomes? ● If so, what structures contributed to our success?

● If not, what factors prohibited our success?

● How do our results compare to schools with similar demographics? ● What is our priority area of growth moving forward?

● Stakeholders determine whether to stay with current SIP goal or initiate a new goal based on qualitative and quantitative data analysis.

● Stakeholder teams take portions of the SIP to complete. For example, the IPST Team completes the MTSS/RtI (Part 2) section of the SIP.

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

Gemini’s SIP Review Process: ● SIP Draft is presented to Leadership Teams, SAC, and PTO for review. We discussed the areas of

concern and our plan for improvement. ● Input and feedback is gathered and revisions are made as necessary

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

● Quarterly SIP reviews occur through Leadership Teams, SAC, and PTO to ensure that SIP Action Steps are being implemented according to Timetables.

● Action Steps and/or Timetables are modified based on stakeholder feedback. Gemini’s SIP Communication Process (Aligns to BPS Strategic Plan Obj. R3 Increase system-wide proactive communications):

● Articulated through monthly Professional Learning Communicates and Meetings (SAC, PTO, Shared Leadership Teams, District Meetings)

● Gemini’s Newsletter – GemiNews

● Gemini’s Edline Webpage /BPS Focus

● Gemini’s PTO Webpage

● Hard Copies available in Front Office

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

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

Brevard Public Schools

3 | Page

School Improvement Plan

2018-2019

Part 1: Planning for Student Achievement

RATIONALE – Continuous Improvement Cycle Process

Data Analysis from multiple data sources: Please consider the priority indicators selected from your school

BPIE and EDI Insight Survey results within the rationale of your SIP.

What are the areas of successful professional practices and what data shows evidence of improvements? What are the concerns with

professional practices and what data shows evidence of opportunities for growth?

2017 School Best Practices for Inclusive Education

Gemini provides an inclusive educational model for our Exceptional Education students. Our ESE students receive push in and pull out (intensive intervention) services from our ESE team. 2018 Spring FSA data indicates that 11 out of 33 ESE students (33%), currently in grades 3-6, scored Level 3 or above (proficiency) in ELA and 46 % of ESE students scored Level 3 or above(proficiency) in Mathematics.

2018 Instructional Culture EDI Insight Survey:

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

● Gemini’s overall index –9.5 overall index score

● Gemini remains very strong in the following domains:

o Learning Environment

o Instructional planning for student growth

o Observation and feedback

o School operations

o Leadership

o Academic Expectations

o Evaluation

o Peer Culture ● Learning Environment – Specifically, in learning environment, the area titled, school leaders promote a

safe and productive learning environment in my school, increased by 3%. ● Instructional Planning and Student Growth Measures – In 2018, 86% of teachers indicated that an

instructional leader regularly reviews student work. This is an increase of 18%. ● Three areas in this domain saw increases: (Alignment to BPS Strategic Plan - Obj. L1 Protect Instructional

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

● School leaders promote a safe and productive learning environment in my school 100%. (increase of 3%)

● I collaborate at least weekly with teachers and leaders at my school to improve my instructional plans based on student responses to tasks. 83%. (Increase of 2%)

4 | Page

● An instructional leader at my school regularly reviews student work from my classes. 86% (increase of 18%)

● Observation and feedback-in this domain, three areas grew during the school year ● I get enough feedback on my instructional practice. 96% (increase of 5%) ● I regularly discuss feedback about my teaching with an instructional leader at my school. 76%

(increase of 1%) ● When I get feedback after an observation, I receive support to implement those changes. 93%

(increase of 2%)

2017-18 IPPAS Data – Distinguished Results ● 96.8% of our staff set instructional outcomes and aligns instruction with state-adopted standards ● 100% of teachers require students to understand and demonstrate skills and competencies

● 100% of teachers promote a flexible, inclusive, collaborative, and student-centered learning environment

● 96.8% of teachers create and maintain a safe and organized learning environment

● 100% of teachers create a positive environment of respect and rapport

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

2018 School Best Practices for Inclusive Education With 23 out of 33 Exceptional Education students (69%) scoring a Level 1 or 2 on the 2018 Spring FSA ELA and Mathematics assessments, Gemini’s teachers and administrators continue to evaluate our professional practices to improve our ESE student’s academic achievement. This data drives our focus on building general education teacher capacity on ESE strategies and evaluating scheduling and service models.

2017-18 Instructional Culture EDI Insight Survey

● Career Progression – 7.9 out of 10 in 2016-17 to a 7.4 in 2017-18. ● Workload – 7.1 out of 10 in 2016-17 to a 6.3 in 2017-18. ● Observation/Feedback--8.9 in 2016-2017 to a 8.8 in 2017-2018

● Evaluation--8.7 in 2016-2017 to a 8.7 in 2017-2018

● 79% (17-18)of teachers stated they agreed with the criteria that evaluates their performance as a teacher (increase of 26%)

● 72% (17-18)of teachers stated their evaluation process helps identify their strengths and weaknesses. (increase of 13%)

May 2018 Gemini Teacher Survey

● Based on teacher concerns from the EDI survey, specifically the Career Progression area, teachers were asked to present differentiated training on PD days to increase teacher leadership. Differentiated PD continued throughout the 17-18 school year and was attended by 85% of staff.

5 | Page

What are the areas of successful student achievement and what data shows evidence of improvements?

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

In analyzing the 2018- KLS initial and EOY results for Kindergarten, it is evident that Gemini’s students made ELA academic gains. Our Kindergarten students had a 14% increase.

● We believe the following instructional resources were responsible for the greatest learning gains:

o Implementing Heggerty with fidelity

o Increased complex text

o iStation weekly (17-18)

In analyzing the 2018- KLS EOY Data focusing on the writing strand for Kindergarten, it is evident that Gemini’s students need to increase the standard of LAFS.K.W.1.3 since the overall grade level average was a 66%.

We believe our biggest area of concern is the area of writing in which we will continue to grow.

We will implement daily writing with more complex writing demands at appropriate developmental stages.

i-Ready Diagnostic #1

Grade level Reading On-grade level

Reading Below grade level

Math On-grade level

Math Below grade level

K N/A - Oct. 2018 N/A - Oct. 2018 N/A - Oct. 2018 N/A - Oct. 2018

1st 23% 77% 14% 86%

2nd 45% 55% 31% 68%

3rd 85% 15% 43% 57%

4th 62% 38% 59% 41%

5th 46% 54% 48% 52%

6th 69% 31% 56% 44%

Reviewing the 2017-2018 1sstt and 2nd Grade QLA data illustrates a great increase in students’ comprehension rates. We will continue with our current practice and include i-Ready as a district assessment and intervention component this 2018-19 school year. We will use the district QLA to direct us toward specific areas of concern and continue with our SMART time intervention activities to bring a higher percentage of students into the Tier 1 group.

● 1st Grade o QLA 1 average score was 78% compared to 81% on QLA EOY

● 2nd Grade o QLA 1 average score is 78% compared to 80% on QLA EOY

● ISIP (iStation First Grade Comparison from August 2017-May 2018; percentages in tier groups o First grade increased from 63% in August 2017 to 88% in May 2018 for on grade level. o ISIP (iStation 2nd Grade Comparison from August 2017-May 2018; percentage in tier groups o Second grade increased from 83% in August 2017 to 92% in May 2018 for on grade level.

6 | Page

Gemini Spring 2018 Grade 3-6 FSA Results indicate:

ELA

Grade

Number of Students

Mean Scale Score

Percent Level 1

Percent Level 2

Percent Level 3

Percent Level 4

Percent Level 5

Percent Level 3-5

03 79 318 1 10 28 39 22 89

04 57 323 5 20 30 26 19 75

05 77 320 12 19 30 27 12 68

06 63 346 5 6 10 48 30 87

3-6 276 327 8 16 36 51 30 81

MATH

Grade

Number of Students

Mean Scale Score

Percent Level 1

Percent Level 2

Percent Level 3

Percent Level 4

Percent Level 5

Percent Level

3-5

03 79 316 1 2 15 42 25 86

04 57 303 6 8 17 20 11 75

05 75 329 7 18 19 17 14 50

06 63 356 0 0 10 33 57 100

3-6 274 326 14 28 61 112 107 83

What are the concerns with student achievement? Provide data to support your concerns. 4th-6th grade FSA ELA Writing (2018):

● Text based writing; purpose, focus and organization; 53% average across grades 4-6 o 4th grade; 55% average overall; 18 students out of 57 scored a 7 or higher (on grade level) o 5th grade; 53% average overall; 9 students out of 76 scored a 7 or higher (on grade level)

● Evidence and elaboration; 50% average across grades 4-6

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

Gemini’s professional practices data reveals that teacher instructional time is protected, our instructional practices

are highly effective, and shared leadership is focused on student achievement. The data reveals that the area in

which we must show professional growth is standards-alignment, response to text-based writing instruction and

analysis of complex text across all grade levels.

Student achievement data indicates that text based writing is an area that needs to show improvement for students

in grades K-6. Awareness of a deficit in students’ responses to text-based writing performance led to the

implementation of the TEA (Topic, Evidence, Analysis) paragraph writing strategy. This structure will provide

students with a strategic approach toward responding to complex text. Text-based writing requires that students

are given complex passages, from two differing points of view, and then asked to analyze the text. Students form

their own responses using evidence from multiple complex texts to support their opinion. Mastering this process

ensures that our students are college and career ready.

7 | Page

Describe how your school ensures standards-aligned instruction is occurring in ELA, math and content areas. Describe the processes in

place to progress monitor instruction to ensure it is systematic, explicit and based on data. (Please limit to 250 words.)

● Instructional Rounds - Classroom Walkthroughs using Core Action Coaching Tools ● Curriculum Leadership Teams (vertical teams) for ELA, math, science and technology ● IPPAS (D3E1)

● Instructional Coach Cycle (Assess, Set Goals, Prepare, Implement and Reflect) ● Analysis of student writing by teachers assessing writing from peer classrooms, vertical teams assessing

grade levels above or below and then completing the cycle with teachers reflecting on best practices ● Offer Differentiated PDD in areas of concern, with teacher leaders who have developed specific skills

through district training and attended statewide subject area conference.

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

If teachers and students are actively engaged, daily, in the response

to complex text, through writing opportunities and analysis,

student writing proficiency will increase.

Strategies: Small number of action oriented staff performance objectives.

Barrier Action Steps to

Overcome Barrier

Person

Responsible

Timetable In-Process

Measure

1. Time to collaboratively review student work

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

All Teachers

Administration

Instructional Coach

Teachers analyze student data, collaborate and plan weekly

Monthly Professional Development

Collaborative Team Agendas

Master Calendar

Student work samples and rubrics

Sign-In Sheets

Lesson/Unit Plans

8 | Page

2.Rigorous writing opportunities embedded into all curricular areas

1. Teachers will share student writing with members of a vertical team and exchange student work and score work according to the FSA rubric.

2. Teachers will attend Professional Development on Writing Rigor

3. Teachers and Administration will conduct data chats with grades 4-6 to ensure PD to practice occurs.

4. Teachers will complete at least one coaching cycle. 5. ASP program to support lowest 25% in area of ‘writing to respond’

All teachers

Teacher leaders

Instructional

Coach

Administration

FDLRS Patty

Adams-FSA

Writing PD

Administration

Instructional

coach

Instructional

coach

Highly

effective

teachers

November 2018 February 2019

September 26, 2018

Quarterly

Begin in January-

March

Charting areas of

weakness and

needs

Write Score

assessment

(possible if

purchased)

Lesson Plans

Pre and Post

writing sample

using the FSA

Writing Rubric

3. Provide structured planning days for teachers to work with instructional coach.

1. Teachers will work directly with instructional coach to plan rigorous lessons for a nine-week period.

2. Instructional coach will provide specific training in use of ATUs/CIS and Text Sets as part of planning

Instructional

coach

Begin in September and provide again in December. Reflect on results gained from walk throughs and decide if another day is needed for planning. 2nd 9 weeks( one whole day of long range planning) by grade level or by subject for

Core Action 1 walk

through tool used to

determine text

complexity

Lesson plans

contain ATUs, Text

Sets, CIS units and

DBQ units

9 | Page

listed in #1 above.

departmentalized grade levels

4. Math Curriculum Team and Math Conference attendees will conduct a PD on conceptual learning practices, number talks and delve deeper into standards based instruction.

1. Teachers leaders will conduct PD on topics and update best practice with their vertical team members and staff. Model and plan for meetings that address the depth of the standards to include the content limits and item specs. 2. Teacher Leaders will discuss strategies using the i-Ready math diagnostics to help drive math instruction and then collaborate with grade level teams. 3. Administration will start to conduct walk thrus using the IPG Tool.

All teachers

Teacher leaders

Administration

Administration

January to May PD Days Collaboration meetings days Curriculum Leadership Team meeting day Walk-thrus on-

going

agenda and lesson

plans

number talks

hands-on lessons

data chats meetings

focused on the 25%

i-Ready progress

monitoring

Complete IPG

section

10 | Page

ANSWERING BARRIERS: STRATEGY for BARRIER #2: added on 9/25/18; data to follow.

11 | Page

Strategy Barrier #2:ASP ASP plan written and submitted to begin on January 29 to support lowest quintile of 4th

grade students scoring level 1 on 3rd grade FSA and lowest 25% on i-Ready diagnostic.

Support for 5th and 6th grade math is part of the ASP program as well.

Two fifth grade teachers saw a need as well and started a separate ASP program. This is

voluntary since we could not fund them through the district ASP program.

Strategy Barrier #2: Coaching Cycle The coaching cycle has begun effective 10-1-18, in first grade. Subject: ATU

Strategy Barrier #3: Long Range Planning (Curriculum Mapping) Long Range Planning Days to be held as follows:

10/9 1st Grade

10/10 ELA 4-6 grades

10/16 Kkindergarten

10/17 2nd grade

10/19 Math 4-6

10/22 3rd grade

10/26 4th Anderson and Gustafson

Agenda to follow :

Writing samples will be analyzed (from ATUs) – using FSA rubric to score (Patty Adams)

Discussion relative to Hattie’s research: effect size of impact

Monthly data teams (grade level and vertical)

Student work sample analysis to ensure standards-alignment

Long range planning agenda

1. Scoring the writing Chart on board follow-up from Patty Adams

2. I-ready data last years and next goals

3. Standards focus documents

Phonological/ Phonic Companion

4. Instructional Strategies (Visible learning)

5. Depth of Standards (long range planning) Reading

6. Depth of Standards (long range planning) Math Discuss

Conceptual understanding

12 | Page

13 | Page

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

Qualitative and Quantitative Professional Practice Outcomes: Measures the level of implementation of professional

practices throughout your school.

Qualitative Data that will be evaluated from the May 2018 Teacher Survey:

•Increase the response from 28 out of 33 teachers (85%) stated that they are fully proficient and fully or

somewhat implementing Data Analysis to 31 out of 33 teachers (94%).

● i-Ready Diagnostic Results (3 times a year) and Growth Monitoring (3 times a year)

● Increase teachers use of data in the form of i-Ready diagnostic results. This will increase their

knowledge of the i-Ready program. This will be accomplished by Company lead PD for our staff.

This PD will be conducted on on October 23, 2018.

● Increase data analysis of i-Ready results, which will drive instructional changes and groupings. (see

Chart above)

FSA DATA

Teachers will calculate the individual learning gains of their students. This strategy will enable the teachers to

have a greater understanding of their students’ performance. This completion of this task will highlight the

subgroups and increase the awareness of domain needs and their complexity.

FSA Writing Rubric

Teacher will increase their understanding of the FSA Rubric by utilizing these resources to score assessments

within the three subcategories school wide. An added emphasis on Focus, Purposes and Organization,

Evidence and Elaboration, and Conventions will increase the awareness of all stakeholders regarding the

increased writing performance expectations. This awareness will contribute to an overall increase in the

writing proficiency of our students.

Quantitative Data that will be evaluated from the 2017-18 IPPAS Evaluation Results:

•Increase from 20 out of 34 teachers (59%) design instruction using student prior knowledge and diagnostic

student data coherent lessons to 25 out of 35 teachers (71%)

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

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

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

teachers (57%)

•Increase from 13 out of 34 teachers (38%) analyzes and applies data from multiple measures to diagnose

student’s learning needs, inform instruction, and monitor progress to 18 out of 35 teachers (51%)

14 | Page

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

the year?

Gemini will use Survey Monkey and Google Forms to bolster our communication amongst the staff. The Gemini CWT will use the BPS Classroom Observation and the IPG tool to enter teacher informal and formal observations into ProGoe. We will also utilize the teacher agendas and schedules, FSA writing rubric, lesson plans, and TNTP survey to determine whether we are implement the strategies with fidelity. These tools will be used to measure progress throughout the school year.

Qualitative and Quantitative Student Achievement Outcomes:

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

Grades K-6:

We will collect FSA rubric writing scores from the initial ATU culminating writing task and compare

them with scores from the 2nd quarter ATU writing task. (Kindergarten will use the final writing

task.)

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

•Assessments: KLS and Math Inventory/EOY for Kindergarten, EOY QLA for all grades, i-Ready for grades

K-6.

•Performance Matters Data Management System

•Student Tracking & Monitoring Spreadsheet (lowest 25%) & Child Study Teams

•Student Data Notebooks

•Curriculum Leadership Teams, ELA and Math

•Interrater Reliability of writing pieces vertical teams

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

Part 2: Support Systems for Student Achievement

(Federal, State, and District Mandates)

For the following areas, please write a brief narrative that includes the data from the year 2016-17 and a

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

15 | Page

MTSS & EARLY WARNING SYSTEMS Please complete 1 – 4.

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

MTSS implementation.

In an attempt to meet the needs of ALL students, Gemini uses a process that focuses on the learner’s current

skills or level of functioning and then designs interventions to assist the student in learning. Our problem

solving model involves a systematic analysis of the student’s behavior and/or academic difficulties, consisting

of five steps:

1. Define the problem (What is the problem?)

2. .Analyze the problem (Why is the problem occurring?)

3. Develop a plan (What are we going to do?)

4. Implement the plan (Carry out the intervention.)

5. Evaluate (Did our plan work?)

Problem solving occurs within Gemini’s school setting at all levels of the MTSS process based on the intensity

of the presenting problem and the amount of resources needed to resolve the problem. The intent of the problem

solving process is to resolve the problem using the necessary resources in the most natural (least artificial or

least restrictive) approach possible.

Gemini’s MTSS Team (MTSS) consists of Jennifer Julian (Principal), Carol Burns (AP), Denise Coverstone (Guidance Counselor), Lisa Megown (Staffing Specialist), Renee Corbett (School Psychologist), Oscar Ellis (Behavior Analyst), Natasha Crissey-Akil (Instructional Coach) Sue Melcher (Speech/Language Pathologist), Kim Bliss (ESE Teacher), Marianne Hamilton (ESE Teacher), Holly Hays (Gifted Teacher), and Nancy Craft (ELA Contact – Teacher), classroom teachers, parents and their invited guests. The team meets every Tuesday. Teachers contact the Guidance Counselor or administration with student concerns. The school counselor schedules and creates the MTSS agenda and notifies teachers, parents, and sometimes students of their meeting day and time. When needed, substitute teachers are utilized to cover classes for teachers that are not scheduled during their planning time. During the meeting, the team analyzes data that supports the problem and recommends district and/or supplemental resources that align with the data’s needs assessment. Each team member brings a level of expertise and all ideas are shared with the team. The team decides on specific intervention resources and an action plan is documented. During our scheduled Student Progression “Kid Talk” meetings throughout the school year, teachers and the MTSS Team collaborate to analyze student results and differentiate curriculum, instruction, environment, or behavioral plans to meet individual student’s needs. Ongoing progress monitoring (OPM) measures such as DORF, RR, and PSI are utilized so teachers can collect baseline and data points. i-Ready, in addition to the 3 diagnostic data points there will be 3 additional growth-monitoring assessments of students that are not considered to be on -grade level through the year. A follow-up meeting is scheduled to evaluate the resources/data and its effectiveness on desired student change. MTSS meeting minutes are maintained by the school counselor and shared with each team member after every meeting. Gemini teachers will receive ongoing training in Social Emotional Learning (SEL). An increased emphasis on SEL will assist teachers with the MTSS process throughout the school year. This training is provided during faculty meetings. These trainings are bolstered by administrative support during grade level “Kid Talk” data team meetings.

16 | Page

With a SIP school based objective and focus on ensuring standards-based mastery for all students, each teacher receives a Student Tracking Data Notebook. This binder includes IPST Checklists, IPST Forms 1-8, individual student data (i-Ready, DRA, QLA, Running Records, etc.), grade specific decision trees, resources and tools, and kindergarten blueprint.

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

The MTSS/IPST team analyzes IEP minutes and creates a master schedule for students and personnel, including

ESE Resource Teachers and Instructional Assistants to serve individual student needs. The MTSS/IPST team

discusses intervention resources and district level support personnel provide additional recommendations. All

available resources are evaluated for their effectiveness based on student academic gains or behavioral

changes. A professional library and resource area was developed and is continually updated based on student and teacher need. Each topic and curricular section is labeled and organized for teacher ease of retrieval. A Phonics Lesson Library (PLL) was created by skill. Organized in large envelopes, all student and teacher materials are ready to go for instant implementation and use. Teachers also have resources in a grade level common pod area. During MTSS/IPST meetings, these resources are recommended for academic and behavioral Tier II, Tier III and OPM measures.

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

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

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

attendance rate and explains the Failure due to Absences policy (9 or more unexcused per semester)

and the correlation between attendance rates and student success. In addition, she follows the BPS

truancy reporting procedures. The counselor works with the family and provides intervention

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

3. This section captures a snapshot of the total number of students exhibiting a respective indicator or set of

indicators during the 2017-18 school year. These data should be used as part of the needs assessment to

identify potential problem areas and inform the school’s planning and problem solving for 2017-18:

17 | Page

Fill in BLANKS with data from 2017-18 School Year - Number of Students

Grade Level K 1 2 3 4 5 6 Total

Attendance <90 26 21 15 25 24 34 19 164 1 or more ISS or OSS 0 0 0 0 0 1 0 1 Level 1 in ELA or

Math 1 3 9 3 16

Substantial Reading

Deficiency 0 1 1 2

2 or more indicators

0 0 0 1 0 1 0 2

4. Describe all intervention strategies employed by the school to improve the academic performance of

students identified by the Early Warning System (i.e., those exhibiting two or more early warning

indicators).

Gemini implements a school wide walk to intervention model known as SMART – Students Making Achievements through Responsive SMART time (30 minutes, at least four days a week) is documented on Gemini’s Master Calendar and teachers understand that this designated time is a non-negotiable. Gemini is utilizing an Instructional Coach to conduct teacher/student observations and assessments to assist with instructional professional practices and student intervention.

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

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

may use the Parent and Family Engagement Plan to meet the requirements of this section.

Consider the level of family and community involvement at your school and parent survey data collected.

Respond to the following questions. What are best practices that are strengths and how will they be

sustained? What are areas of weaknesses and how are they being addressed?

18 | Page

Gemini is fortunate to have a very active Parent Teacher Organization and high parental involvement. Over 5,000 volunteer hours were contributed during the 2017-18 school year. This partnership benefits all students and contributes to their success! Gemini teachers work collaboratively with parents and involve them in classroom instruction, study trips, family nights, community service, and activity based fundraisers for technology. Gemini teachers keep an open line of communication with parents through their Edline Web pages, newsletters, telephone, email, and conferences. Gemini has also collaborated with business partner, Code Craft Lab, to bring in an after school-coding club for our students. Parents are instrumental in our after school clubs including Art, Code Club, Lego Robotics, Drama Club, Chorus, Guitar, Recycling Program, Cheerleading, Chess, Student Council, Rota Kids, and Mars Explorer. Gemini’s PTO continually assists and coordinates our activity-based fundraisers like our Jog-A-Thon and Family Curriculum Nights to support beautification, academic, and safety initiatives.

2017-18 BPS Parent Survey

As reported in the 2017-18 BPS Parent Survey, Gemini parents believe that we have supportive and knowledgeable teachers and administration. Parents report that they are involved in the decision making process.

STUDENT TRANSITION AND READINESS

PreK-12 TRANSITION This section used to meet requirements of 20 U.S.C 6314(b)(1)(g).

Describe the strategies the school employs to support incoming and outgoing cohorts of students in

transition from one school level to another.

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

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

● Gemini’s Guidance Counselor and Staffing Specialist meets with our local preschools’ ESE or IPST Teams to review incoming student’s IEPs and/or Behavior Plans to ensure that systems are in place for a smooth transition to Kindergarten. These systems can include Instructional Assistants, transportation, visual schedules, class/program placement, etc.

● Collaborating with the Scott Center for Autism, interventions for incoming, identified ASD Kindergarteners are set up. Dr. Kim Spence is also invited to Gemini to assist with the transition from The Scott Center to Gemini.

● Gemini invites all parents and preschools to attend Gemini’s Kindergarten Orientation in April of the previous school year. Here, parents and community members are advised on successful transitional methods, standards and readiness for Gemini’s incoming Kindergarteners.

● Incoming Kindergarten families that do not attend preschool are also welcomed to tour Gemini prior to the new school year.

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

Instruction is invited to Gemini to speak with students and review the courses and programs

19 | Page

available to incoming 7th grade students. Hoover makes several follow up visits and meets with students individually to determine the best path of coursework in Jr. High.

● Gemini’s AP, Carol Burns conferences with Hoover’s Dean to review student discipline and Behavior Plans for incoming 7th grade students.

● Gemini posts all Middle School Choice applications and Open House information in Gemini’s front office, GemiNews Newsletter, and on Gemini’s Edline/social media sites.