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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: C 2016-17 C 2015-16: B

Mission Statement:

To serve every student with excellence as the standard.

Vision Statement:

As an inclusive community, we are committed to improving student achievement, growing student character, and developing life-long learners.

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

Planning for the School Improvement Plan began last spring. This year we are using the information from the BPS parent survey, the EDI Insight Survey, and the BPIE survey conducted last spring. Over the summer, FSA results were analyzed, and the results were presented at our first SAC meeting in August 2018. All stakeholders were informed of these results through the SAC meetings, faculty meetings, Title I Annual Meeting, the newsletter and via word of mouth. Stakeholders gave input

DJ Crannell

Kathryn Lott

Imperial Estates

Magi Sizemore

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 Obj.R3 Increase system-wide proactive communications

Dr. Mark Mullins K. Jane Cline

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based on last year’s SIP goals and the results from the FSA and survey. This is combined with any district initiative and the goals for the SIP are formulated. This year it was decided that we would continue our previous year’s goal with the addition of aligning all tasks to the standards. Once the SIP has been approved, a link to it is placed on the school website. Parents, staff, and community stakeholders will be notified through the newsletter and website. A copy of the entire SIP is placed in the Parent Resource Notebook in the front office and anyone may request a paper copy of this document at any time. We will share our SIP and a link to it specifically through the following resources:

School Advisory Council Meetings

School Newsletter

School Edline Page

PTO Facebook Page

School Facebook Page

Parent Involvement Notebook located in the front office

Faculty Meetings

PeachJar message

Blackboard voice/email/text message

Brevard Public Schools

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?

On the Fall 2017 Insight Report, Imperial Estates made significant growth in our overall Index Percentile Rank. We went from 9th to

the 73% rank.

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The areas we scored the highest in were:

Peer Culture

At my school, teachers use a common vocabulary to discuss effective teaching practice 91% (above Brevard top quartile average)

Learning Environment

My school is a good place to teach and learn 94%

Instructional Planning for Student Growth

My school has dedicated time for teachers to analyze interim assessment data and/or student work and to plan for future instruction and intervention based on student performance.

We continue to review our commitments and the BPS Vision for Excellence Instruction.

Our Commitments

We are united professionals.

We represent our school and its members in a positive way.

We communicate and collaborate with the appropriate stakeholders to meet the needs of our students.

We enthusiastically welcome a partnership with students and families

The students are our priority.

We share accountability and responsibility for all students in our school.

We embrace that all students can learn.

We stay open-minded, respect the differences of others and be flexible to change.

An area to focus without culture index this year will be: There is low tolerance for ineffective teaching at my school 60% (28% below Brevard top-quartile). Although we made some improvements in this area from Fall 2016 it is an area where we feel all members of the collaborative teams (admin/teachers) need to be accountable to support and improve peers in this area.

Last year our school improvement plan was that 100% of the teachers at Imperial Estates will work collaboratively to plan and implement standards-based aligned curriculum for all students. We provided several ½ day subs for collaboration on planning and in result had standards aligned lesson plans. Although our lesson plan writing quality improved we did not see the results in student performance as measured on FSA ELA and Math. We have determined we need to look at the tasks we are assigning to insure they meet the extent of the standard and how to address student deficiencies when they do not perform with proficiency on these tasks. We will do this through analyzing students work and regular look at a triangulation of data at our Professional Learning Communities.

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

What are the concerns with student achievement? Specify subgroups that represent concerns. Provide data to support concerns.

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GAP between District/State

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

The ELA data above shows gaps between Imperial Estates and the District Average in all areas (anywhere from 1-16 points below).

Aligned priorities (guitar strings):

1. Tasks and assessments that align to standards 2. Planning aligned to standards 3. Analyzing student work for mastery 4. Coaching 5. Instructional Rounds and CWT 6. Community/Family Relationships

Things to adjust as needed (Tuners on guitar):

1. MTSS/Smart Start (walk to intervention 8-8:30 daily) 2. Positive Behavior Intervention System (Silver Model School 2017) 3. Culture (Insight Results) 4. District Resource Teachers (planning with teachers) 5. Peer Coaches (modeling) 6. Professional Learning Communities (focus on ELA/Math lessons and tasks, Data Chats)

Focus on our aligned priorities of tasks and assessments that align to standards, planning aligned to standards, analyzing student work for mastery, coaching, instructional rounds and CWT and community/family relationships is our method for increasing the % of students scoring at level 3 and above on FSA-ELA and Math. All PLCs are structured to insure all areas are covered- 1st and 3rd Wednesday ELA, 2nd Wednesday Math/Science, 4th Wednesday data analysis and goal setting.

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School-Based Goal 1: What can be done to improve instructional effectiveness?

100% of the teachers at Imperial Estates will work collaboratively to analyze student tasks and assessments to make sure they are meeting the full intent of the standard.

Strategies: Small number of action oriented staff performance objectives.

Barrier Action Steps to Overcome Barrier

Person Responsible

Timetable In-Process Measure

Task alignment requires common planning with collaborative planning with the correct resources

Teachers will plan for ELA and math with coaches (district and school-based) using district tools using standards based documents and aligned materials during time provided summer 2018

The leadership team reviewed expectations during pre-planning on what effective

Admin, coaches, teachers

June 2018 Pre-Planning and On-going

Thorough lesson plans with text at or above complexity level, multiple measures to determine standard mastery Classroom walk-through data.

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.)

PLCs are held weekly at Imperial Estates, using the four questions posed in the Richard DuFour book,

Learning by Doing. Grade levels use these meetings to plan differentiated lessons, develop scales for

priority standards, and disseminate grade level information. PLC agendas are based on these questions:

Professional Learning Communities, walk-throughs, review of student work is centered around our standards:

What do we want out students to know and be able to do? How will we know if each student has learned it?

How will we respond when some students do not learn it?

How will we extend learning for students who have demonstrated proficiency?

Focus on our aligned priorities of tasks and assessments that align to standards, planning aligned to standards, analyzing student work for mastery, coaching, instructional rounds and CWT and community/family relationships is our method for increasing the % of students scoring at level 3 and above on FSA-ELA and Math. All PLCs are structured to insure all areas are covered- 1st and 3rd Wednesday ELA, 2nd Wednesday Math/Science, 4th Wednesday data analysis and goal setting.

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teaching looks like Vision for Excellent Instruction and school goals

Professional Learning Communities will consistently collaborate to look at standards, pacing and task alignment (to include student samples). Look at texts to insure text complexity is rigorous and discuss HOW WILL KIDS TALK, READ AND WRITE ABOUT TEXT? IPG- Core Action 1 and 2.

Utilize language/ vocabulary of the standards and text daily

Weekly 1st and 3rd Wed- ELA 2nd and 4th Wed- Math Data every 5th week Daily

Student Work Samples Classroom Walk-Through data Student Achievement using I Ready Classroom Walk-Through data

School-Based Goal 2: What can be done to improve instructional effectiveness?

100% of the teachers will receive training on strategies to address the social and emotion needs of all students

and reduce the number of disciplinary referrals and suspensions, especially in the subgroup of African

American males.

Strategies: Small number of action oriented staff performance objectives.

Barrier Action Steps to Overcome Barrier

Person Responsible

Timetable In-Process Measure

Possible racial bias in the classrooms

Admin team arranged for Bias training by UCF. Teacher’s awareness will promote stronger relationships with students and their families

Admin, teachers August 2018 Referral/suspension rates for all subgroups and reduction of disproportionate data

Lack of mentors for students needing more support according to

Admin will meet with community member and recruit a parent to head up

Principal, AP, parent representatives, mentors

August 2018 – May 2019

Mentoring hours Referral/suspension rates for all sub

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discipline data

mentor team for our students Teachers will monitor students and provide names of students in need of mentoring

groups and reduction in disproportionate data Number of participants in program

Social and Emotional instruction requires planning with resources

Teachers will utilize PATHS SEL curriculum in grades 1, 3, 5.

Teachers will utilize affirmative statements and Circles to build community and relationships in their classrooms

ESE Resource Teacher, Admin, Guidance, Teachers PBIS Team, Admin, Teachers

September 2018 Referral/suspension rates reduced and reduction in disproportionate data Classroom walk-through data

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 as a result of school improvement planning.

Qualitative: Teachers will understand how to use I-Ready to drive instruction. By the end of the year, teachers

will use district aligned resources and facilitate students speaking, reading and writing about text This will insure

transference of knowledge and student achievement will increase. . This will be evidenced by looking at student

work samples during PLCs to insure task and work sample meet the full-intent of the standard.

Quantitative: Show baseline data and goals set for the end of the year.

By the end of the year 100 % of students will meet 45+ minutes of instruction on I Ready with a pass rate

at 70% or higher.

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By the end of the year, Imperial will meet or succeed the Brevard Top-Quartile Average of 96% on the

Insight Survey indicator: Expectations for effective teaching are clearly defined at my school.

By the end of the year, Imperial will meet or succeed the Brevard Top-Quartile Average of 92% on the

Insight Survey indicator: Teachers at my school share a common vision of what effective teaching looks

like.

By the end of the year, Imperial will meet or succeed the Brevard Top-Quartile Average of 88% on the

Insight Survey indicator: There is low tolerance for ineffective teaching at my school.

Qualitative and Quantitative Student Achievement Outcomes:

Qualitative: Students will understand what they are learning and be able to explain to others. Students will SPEAK, READ, AND WRITE ABOUT TEXT which in turn will allow for transfer of knowledge and increase in student achievement data..

Quantitative: Move from a C to A

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Part 2: Support Systems for Student Achievement

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(Federal, State, and District Mandates)

For the following areas, please write a brief narrative that includes the data from the year 2017-18 and a description

of changes you intend to incorporate to improve the data for the year 2018-19.

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MTSS & EARLY WARNING SYSTEMS Please complete 1 – 4.

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

MTSS implementation.

Teachers at Imperial Estates use many different types of assessment, such as student work samples, teacher

observation, formative assessments, district assessments, etc. When a student begins to experience

academic or behavioral difficulties, the student’s data is carefully examined at monthly data meetings.

Members of the data team include the grade level teachers, the literacy coach, administration, and the

guidance counselor. Strategies for working with the student are discussed. Students may be placed in Tier 2

groups for further instruction, and data is collected weekly from the intervention strategies. If a student is

still having difficulties at the next data meeting, the student may be placed in Tier 3 status and a MTSS

meeting is scheduled. This meeting includes the parents. Strategies are again discussed/changed depending

on whether or not the student has shown improvement. More strategies may be given and the student moves

further into the MTSS process. Parents are invited to all MTSS meetings and are a part of the entire MTSS

process. Once the student has been evaluated, he/she may be placed in ESE resources, pending the decision

of the entire MTSS team. Walk- to-intervention, in some cases, may provide tier 2 or tier 3 instruction

depending on the size of the group.

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

Principal

Assistant Principal

Guidance Counselor

EWS is monitored on a monthly basis.

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 2018-19:

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 50 40 42 39 47 34 36 288 1 or more ISS or OSS 2 2 3 4 10 1 6 28 Level 1 in ELA or

Math 24 49 37 18 128

Substantial Reading

Deficiency 27 13 7 47

2 or more indicators

20 8 2 12 32 16 11 101

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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).

Letters will be sent monthly to parents of students with high absenteeism. Conferences will be

scheduled as needed to support parents and students with attendance concerns.

Level 1 R/M:

Smart Start (Walk to Intervention) will occur daily from 8-8:30 AM. This involves all teachers

students and will focus on ELA skills.

Academic Support for ELA and Math will take place before school. ASP Science will take place

after school as STEM Club.

Behavior:

PBIS promotes and teaches positive behavior. Teachers use our S.P.A.R.K. (Safe Prepared,

Active listener, Respectful/Responsible, Kind) guidelines to teach/review

procedures/expectations throughout the school. Students who follow SPARK can earn Dolphin

Dollars to spend at the school store or at quarterly events.

Sub Def Rdg:

Imperial has moved toward Least Restrictive best practices, 75% of our ESE students are

receiving education services with non-disabled peers (inclusion). 5% of our ESE students are

receiving instruction in a resource setting. 20% of ESE students receive instruction in a self-

contained setting. This meets the least restrictive environment best practices.

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PARENT AND FAMILY ENGAGEMENT: (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?

Imperial Estates has a good response to Title I Nights, especially the Family Fun Nights. These events

strengthen family ties, as well as bridge school staff and family ties. These nights will be continued, as will

other events such as Summer Slide, science nights, etc. Typically, the turnout of families from the African

American communities is not commiserate with the demographic breakdown of the school. Every effort to

invite families is made and to make them feel comfortable when they do come. Information about all events

at Imperial Estates goes out in a variety of ways to ensure that all families are aware of the activities.

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. (e.g. incoming kindergartners, outgoing 6th graders)

Incoming kindergarten students and families are invited to an evening information session where the

kindergarten teachers provide an orientation into the kindergarten experience. Students also come for about 4

½ hours one of the three days before kindergarten starts to get used to the classroom, teacher, and to meet

about 5 other students. Local daycares are made aware of the evening session and flyers are distributed

throughout the daycares and Titusville.

Parents and students who are outgoing 6th graders are invited to Jackson Middle School to hear about clubs,

activities, and academic opportunities in the spring. A guidance counselor is available to meet with 6th grade

parents to help with determining the best academic schedule for their child. Additionally 6th graders take a

field trip to Jackson Middle School to peek into classes and experience some of the differences that a middle

school environment has as compared to an elementary school. Students also have an opportunity to apply to

the Cambridge program.