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Brevard Public SchoolsSchool Improvement Plan

2015 – 2016

Name of School: Area:

Principal: Area Superintendent:

SAC Chairperson:

Superintendent: Dr. Desmond Blackburn

Mission Statement:

We work together to meet the needs of every student with excellence as the standard.

Vision Statement:

MILA’s community fosters motivated, independent, lifelong achievers who work together as contributing members of society.

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

MILA Elementary has conducted School Advisory Council meetings to discuss the components/requirements of the 2015-2016 School Improvement Plan. On September 22, 2015 the instructional staff provided additional input on the development of the draft plan. On September 24, 2015 the council reviewed the draft plan with student achievement data, parent and student survey results and instructional focus for the 2015-2016 school year. Goals and objectives addressed on the School Improvement Plan will be discussed quarterly. The dates, times and location for the public to review and give input will be listed in the MILA MATTERS (newsletter to parents). The draft plan is also posted on the school web page.

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MILA Elementary North Area

Kelli Dufresne Dr. Rhinehart

Colleen Barsin

MILA’s instructional staff was given the opportunity to collaborate and reflect on last years’ school improvement plan and answered the following questions:What is working best?Why is it working best?If not, why is it not working?

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? In January 2015, 83% of Brevard’s teachers participated in an instructional culture insight survey by The New Teacher Project (TNTP). At MILA, 84% of the teachers responded to the survey. Brevard administered the Insight Survey to teachers in order to glean feedback from teachers to assist district leaders and school administrators in order to understand and improve their school culture in specific, concrete ways. Findings revealed overall buy-in and support for the Florida Standards is quite low among teachers, with just 38% believing that the new standards will help prepare students for college and career. MILA’s results mirrored 38% as well.

MILA’s overall index score in the area of Common Core is 7.8, which is in alignment with the District (7.8) and Nation (8.1). However, the following responses indicate a need for more professional development and collegial conversations to expand the knowledge of standards-based instruction and improve the quality of planning in order for students to make thoughtful meaning of learning and transfer knowledge to new situations:

- Across my school, students support their answers and explain their thinking: 56%/MILA and 74%/District

- The training that I have received on the Common Core Standards will help me improve my practice: 56%/MILA and 63%/District

During preplanning, teachers engaged in a brainstorming session to identify 2-3 areas of concern within the instructional setting at MILA. The following were noted concerns:

- Many of our students are surprisingly uncreative and passive in their work. They have difficulty solving their own problems, asking questions, and thinking critically.

- Our students do not seem to get that understanding is the goal. They think all they need to do is give the “right” answer (or find it somewhere); they think learning is just recall, and they think that our job is to spoon-feed them.

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- Elementary level lessons typically have kids involved in various “activities” that may lack explicit long-term learning goals to justify them: it is sometimes a lot of “doing” without a clear purpose for learners to think about and work towards.

Classroom walkthroughs indicate that Standards-Based Instruction and the use of high order questions need to continue with fidelity in order to maintain a school-wide focus to promote deeper understanding. The 2014-2015 IPPAS data for Dimension 3, Element 3 (Higher Order Questions), indicates: of 276 observations, 72% were proficient and 19% were distinguished.

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?

MILA student averages on Brevard’s Elementary Language Arts Assessment (BELAA) in all grade levels, except for first grade, are comparable to the District. (See chart below.)

BELAA Assessment Averages for 2015

Grade Level MILABELAA (avg.)

% Proficient>/= 70

DistrictBELAA (avg.)

1st 58 38 80

2nd 64 46 69

3rd 67 50 68

4th 62 44 65

5th 66 54 67

6th 64 41 63

In the 2014-15 school year, a new version of FAIR was administered. The FAIR-FS (FAIR-Florida Standards) was redesigned to meet the rigor of the new Florida standards.Below, you will find the results of the 2014-2015 FAIR AP1 and AP3, as well as the 2015-2016 FAIR AP1. (See chart below.)

Reading Comprehension

Grade Level FAIR 2014-2015 RC (AP1)

FAIR 2014-2015 RC (AP3)

FAIR 2015-2016 RC (AP1)

3rd 27 percentile 60 percentile 20 percentile

4th 44 percentile 51 percentile 26 percentile



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Student averages on the District Required Math Assessment given in March 2015 were compared to the district averages.

District Required Math Assessment – March 2015

Grade MILA (avg.) District (avg.)K 84 81

1 58 71

2 61 69

3 54 60

4 58 61

5 38 50

6 47 57

FCAT Science Results

2013-2014 2014-2015 % ChangeNature of Science 64% 54% -10Earth and Space 61% 63% +2Physical Science 61% 75% +14Life Science 42% 58% +16

The chart above represents the students scoring 70% or above in each content area of FCAT Science 2.0.

The biggest area of improvement was in Life Science (+16), followed by Physical Science (+14), while Nature of Science had the biggest decrease (-10).After further analyzing the results and discussions with the fifth grade teachers, the following actions are being implemented to improve our students’ understanding in the strand of Nature of Science:

Our resource teacher will support the fifth grade classroom teachers twice per week to assist with hands-on experiments including FOSS kits.

Students will be asked to reflect and critically analyze the experiments to determine if their results are valid based upon controlled variables and data collection.

More focus on control groups, making observations, understanding the importance of repeating trials, analyzing data and recognizing why differences may occur in data.

In the 2013-2014 school year, 49% (29/59) of our students scored Level 3 or above. In 2014-2015,

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60% (29/48) of our students scored Level 3 or above.

2013-2014 (59) 2014-2015 (48) % ChangeLevel 1 16 (27%) 8 (17%) -10Level 2 14 (24%) 11 (23%) -1Level 3 21 (36%) 19 (40%) +4Level 4 3 (5%) 4 (8%) +3Level 5 5 (8%) 6 (13%) +5

In the 2014-2015 there was a 10% decrease in Level 1 scores and an 11% increase in students scoring Level 3 or above.

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

In January 2015, 83% of Brevard’s teachers participated in an instructional culture insight survey by The New Teacher Project (TNTP). At MILA, 84% of the teachers responded to the survey. Brevard administered the Insight Survey to teachers in order to glean feedback from teachers to assist district leaders and school administrators in order to understand and improve their school culture in specific, concrete ways. MILA’s overall Instructional Culture Index is 8.3. The following instructional culture domains that indicate areas of strength are: Peer Culture (8.5), Learning Environment (8.7), Leadership (9.0) and Professional Development (8.3).

During the 2014-15 school year, MILA fully implemented PBS. A student survey was administered in May 2015 to all students. This survey was used to determine students’ perception toward the teaching/learning practices in their classroom. The student responses to the survey indicated some areas in need of improvement Due to the need for continual growth in these areas, MILA will continue to implement Florida’s Positive Behavior Support (PBS) Project. According to Child and Family Studies (2006), “PBS involves a change of focus from reaction —constantly pointing out what students do wrong—to proactive teaching and recognizing what children are doing right. It establishes positive relationships between teachers and students, and promotes a positive school climate” (para.4). Through the continuation of PBS, MILA will strive to achieve an increase in these areas.

Primary and Intermediate- “Recognized personally for following R.E.A.C.H procedures” (168 answered yes, they were recognized and 48 said no).

Grades 3-6 “Regularly talk about and review R.E.A.C.H procedures in the classroom” (67 out of 128 answered no)

Hardest expectation to follow: Primary- Hold yourself responsible Intermediate- Actively Engaged

Hardest Location to follow R.E.A.C.H expectations - the Cafeteria (116 students out of 365)

Strategies implemented through PBS to increase student achievement: Reduce the number of referrals: By reducing the number of referrals, we increase the time

students spend in class and teachers spend teaching helping to support student achievement.

Monitor Behavior through RtIB: This will help us target specific students, times, and areas of concern that may be causing students to not be in class learning and help implement interventions to make sure learning is not being interrupted.

Tier 2 Behavior has been implemented: Students who need extra interventions above our

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Tier I implementation will receive extra interventions to make sure they are not disrupting the learning environment and are making academic gains during their time in school.

Starburst Star Tickets have been added in order to give students recognition for being active participants in our school wide expectations, keeping the school environment conducive for learning.

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

MILA promotes a collaborative and cohesive learning environment for our teachers. MILA's teachers have met in PLTs vertically, horizontally, and as a whole staff. Each year, new norms and expectations are set in an effort to promote open communication and collaborative problem solving as it relates to the four questions under the umbrella of becoming a Professional Learning Community. PLT’s have been instrumental in planning and examining instructional practices for student achievement.

It is evident that teachers are consistently gathering data from multiple sources (e.g. PASI, PSI, FAIR, LLI, Running Records, DIBELS Next, district and state assessments) both individually and collaboratively to monitor students and provide flexible grouping to meet academic needs and to identify areas of concern. Title I teachers work extensively with students through the push-in and pull-out model to focus on student needs. A professional development initiative, Understanding by Design (Wiggins & McTighe), will be implemented to support successful Standards-Based instruction. Also, to continue as part of MILA’s culture includes, differentiated instruction, a focus on high-yield effect size strategies (Marzano & Hattie) and Brevard’s Effective Strategies in Teaching (B.E.S.T.)

In math, teachers continue to focus on meeting individual needs through flexible small group instruction, specifically students struggling with concepts. The continuation of thirty minutes added to grade level schedules in math will allow time for intervention, common-needs grouping, formative assessment and to strengthen areas of concern and support enrichment. Teachers will continue to frequently use student data to reflect on their math instruction and make changes as needed. Hands-on application and discussion should be imbedded in math instruction. Students have the opportunity to use manipulatives, create models and use graphic organizers to guide in their understanding. Classroom discussions are used through Number Talks, as well as best practice in math, to engage and motivate students to develop their own thinking. Classroom discussions provide students an opportunity to "prove" their answer and seek clarity from others. Classroom walkthroughs indicate that Standards-Based Instruction and the use of high order questions needs to continue with fidelity in order to maintain a school-wide focus to promote deeper understanding. The Standards of Mathematical Practices should be used in each lesson. Students should be engaged in problem-based learning and working collaboratively with their peers. Students will be engaged in finding solutions in more than one way and verbalizing their process of how they came up with their answer. In addition, emphasis needs to be placed on incorporating vocabulary and writing across all content and providing opportunities for more hands-on learning opportunities.

All grades will continue to write daily across all content areas through responding to text and text dependent questions. Members of MILA’s Title I team and the Literacy Coach “push-in”

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to offer additional instructional support in this area. These successes will be continued in all content areas through text based writing.

We will continue to implement the following action steps to enhance our instructional culture: Continue the use of higher order questioning throughout the content areas. Utilize differentiated instruction strategies to meet the needs of all students. Provide a Walk to Intervention model (outside the 90 minute reading block) at each grade level

to target student specific skills. Provide small group, needs based, math instruction while utilizing math centers to reinforce

skill acquisition. Continue Professional Learning Team meetings, both vertical and horizontal, to facilitate data

talks, curriculum content, and ongoing progress monitoring. Provide, inspect, and give feedback to students using progress monitoring/goal setting tools;

including data notebooks and student-led conferences.

As we move into this year with a plan of action, MILA's non-negotiables for our staff will be to implement consistently and pervasively the Florida Standards.

Effective Standards-Based Instruction is not about whether we taught it, it is about whether the students learned it. It is about understanding and knowing what our kids should be able to do and what evidence should our students be able to produce to show mastery. As a school, we understand the assessment is a roadmap.

Through Professional Learning Teams, teachers will work collaboratively to ensure assignments and assessments align with the standards.

Post essential questions and expect students to answer essential questions verbally and/or written. Summarizing strategies should be utilized throughout the lesson (referring back to the essential question.)

Best Practice:

Based on research, as it relates to the data analysis above, what should be best practices in the class room?

MILA teachers will focus on real-time data, standards-based instruction with rigor and fidelity to increase students’ deeper conceptual understanding and critical thinking through Professional Learning Teams to improve student growth.

According to the Florida Department of Education, standards-based instruction is a process for planning, delivering, monitoring and improving academic programs in which clearly defined academic content standards provide the basis for content in instruction and assessment. Teachers have to know what standards students are expected to learn. The shift has promoted Standards-Based Instruction and assessments, and a need for teachers to be more specific and focused when developing their lessons and units. According to Marzano"...curriculum is the single most important school initiative a school or district can engage to raise student achievement." In the article, Looking Into a Standards-based Classroom, the four central strategies should be included: Inquiry and problem solving, Collaborative Learning, Continual assessment embedded in instruction and Higher-order questioning.

In standards-based instruction, standards delineate what matters, provide clarity and a fixed point of reference for students and teachers, guide instruction so that it is focused on student learning,

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provide a common language to have conversations, help ensure equal educational opportunities, and assist in identifying struggling students.

As we focus on a standards-based planning approach, key elements to be considered are: essential questions, appropriate and meaningful activities/assignments aligned with the standards that promote higher order thinking skills and multiple sources of data to guide instructional decisions.

Due to the increased rigor of the Florida Standards, which requires students to engage in understanding of concepts and be able to communicate their thoughts clearly through discussions and summarizing, we see a need to focus on this area at MILA.

During the beginning of the 2015-2016 school year, the instructional staff participated in a collaborative discussion and were asked to respond to the following questions: “What is working best? Why is it working best? If not, why is it not working?” The teachers’ feedback overwhelmingly expressed support of our collaborative planning practices, as well as our focus on standards-based instruction but felt more time was needed to teach mathematics. In addition, teachers suggested the time to plan more thorough lessons, beginning with the end in mind. Teachers also noted the difficulty in building stamina and increasing student’s critical thinking skills while working independently.

According to the Advanced Survey administered in September 2015, administration and teacher leaders analyzed the results and noted the following concerns:

Question 18:

All teachers in our school regularly use instructional strategies that require student collaboration, self-reflection, and development of critical thinking skills.

51.06% (24) strongly agree, 38.3% (18) agree, 6.38% (3) neutral and 4.26% (2) disagree

Question 20:

All teachers in our school use a process to inform students of their learning expectations and standards of performance.


Question 26:

In our school, challenging curriculum and learning experience provide equity for all students in the development of learning, thinking, and life skills.


In order to increase rigor in our classrooms, we need to begin by developing a shared

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understanding of rigor so that all stakeholders have a common frame of reference. What is rigor? What does it look like and sound like in the classroom? According to Barbara Blackburn, “True Rigor is creating an environment in which each student is expected to learn at high levels, each student is supported so he/she can learn at high levels, and each student demonstrates learning at high levels.” In Blackburn’s book Rigor is NOT a Four-letter Word, it can be defined as more than a specific lesson or instructional strategy. It is deeper than what a student says or does in response to a lesson. Real rigor is the result of weaving together all elements of schooling to improve the achievement and learning of every student. As we continue to focus on standards-based instruction and the backward planning design—three stages, we will work to ensure we are planning with the complexity in mind and teaching to the full intent of the standards.

According to ASCD, learning is enhanced when teachers think purposefully about curricular planning. The Understanding by Design (UbD) framework offers a three-stage, backward design process to assist teachers in centering their curriculum and assessments on big ideas, essential questions, and authentic performances. It is a process for improving student achievement through standards-driven curriculum development, instructional design, assessment, and professional development. These big ideas and essential questions provide a conceptual lens through which to address the specific content standards. This approach engages students in meaningful learning, provides a way to manage large quantities of content knowledge and signals to all stakeholders the underlying goal of every school effort is to improve student learning. School teams need to analyze multiple sources of data, examining a “photo album” of assessment evidence instead of looking only at the snapshot provided by a single test (McTighe and Thomas).

As a team, we can identify priorities, monitor results and target actions that improve student learning.

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

Through collaborative planning, over a three-year period, teachers at MILA Elementary will utilize Standards-Based Instruction with rigor and fidelity to increase students’ deeper conceptual understanding and critical thinking in order to transfer knowledge to new learning.

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

ResponsibleTimetable Budget In-Process

Measure1. Instructional Staff needs support to expand standards based lessons with rigor.

1. Provide teachers with look-fors and follow up with discussions at PLT meetings.2. Year 1 – Focus on prioritizing math standards within grade levels to support the rigor of instruction and the alignment of lessons.3. Year 1 - Provide training in the Understanding by Design (UbD) framework (backwards planning.)4. Site-based Professional Development through content experts/teacher leaders in standards-based instruction.

Administration, Teacher Leaders,Literacy Coach, ELA and Math Team, Peer Coaches, Mentor Teachers

August-May Substitutes for class coverage to conduct observations.

-Peer observations, classroom walkthroughs, look-fors, feedback on instructional practices from admin. and peer coaches/mentor teachers.

-Implementation and feedback.

-Unit and lesson plans.

2. Time and opportunities for collaborative planning to implement standards-based lessons.

1. Provide time for planning and collaboration (utilize district PD days, as well as other days in lieu of a faculty meeting.)2. Use resources such as VIPs, CPALMS, Teaching Channel to view and discuss rigorous lessons with students engaged in high levels of complexity.

Administration, Teacher Leaders,Literacy Coach, ELA and Math Team, Peer Coaches, Mentor Teachers

August-May $0-Feedback

-Support from teacher leaders

-Formative Assessments

3. Progress Monitoring to ensure fidelity

1. Student progress will be monitored through district assessments,

Administration, Teacher Leaders,Literacy Coach, MTSS Team and Classroom

September-May

$0 -Student Achievement Data(FAIR, RR, FSA, District Assessments,

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FAIR-FS, running records and other assessments aligned with the standards.2. Student data will be addressed at regularly scheduled data team meetings and intervention groups will be formed based on data.

Teachers Istation)-Tier 2 and Tier 3 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 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.

Through the process of planning for school improvement, it is our goal to effectively deliver rigorous instruction of the Florida Standards. For the 2015-2016, 100% of MILA’s instructional staff’s PGPs will be aligned to the School Improvement Plan.

According to the 2014-2015 IPPAS, in Dimension 1, Element I, (Sets instructional outcomes and aligns instruction with state-adopted standards), 36% (14/39) of our teachers are Distinguished and 64% (25/39) are Proficient. After the first year of training and implementation of UbD frameworks, the percentage of teachers receiving a rating of Distinguished will increase to 46%.

In addition, in Dimension 3, Element I (Utilizes knowledge of the subject to enrich students’ understanding, identifies gaps in students' learning, modifies instruction to respond to student misconceptions), 41% (16/39) of our teachers are Distinguished, 56% (22/39) are Proficient and and 3% (1/39) Professional Support Needed. After the first year of training and implementation of UbD frameworks, the percentage of teachers receiving a rating of Distinguished will increase to 51%.

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?

An elementary (3-5) student pre-survey was administered online in August 2015 through AdvancED. This survey was administered to students in the computer lab by the literacy coach with assistance from classroom teachers. This survey was used to determine students’ perceptions in the areas of Purpose and Direction, Governance and Leadership, Resources and Support Systems and Using Results for Continuous Improvement.

Question 4:In my school students treat adults with respect.

68.48% agreeing and 27.27% responding I am not sure and 4.24% not agreeing.

Question 10:My teachers ask my family to come to school activities.


Question 18:My principal and teachers ask me what I think about school.


A middle/high (6th grade) student pre-survey was administered online in August 2015 through AdvancED. This survey was administered to students in the computer lab by the literacy coach with assistance from classroom teachers. This survey was used to determine students’ perceptions in the areas of Purpose and Direction, Governance and Leadership, Resources and Support Systems and Using Results for Continuous Improvement. This survey asked 6th grade students 32 questions and with more response choices available. In looking at the data on the survey, the following questions had responses below 3.5.

Question 17:All of my teachers change their teaching to meet my learning needs.

16.95% strongly agree, 35.59% agree, 33.09% neutral, 11.86% disagree, and 1.69% strongly disagree

Question 24:In my school, students respect the property of others.


Question 27:In my school, students help each other even if they are not friends.


Based on areas of concern, a post-survey will be created and administered in May 2016 for students

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in grades 3-6 based the questions above to see if student perceptions have changed in those areas. It should noted, that students were only in session for less than three weeks of school when the survey was administered. MILA Elementary has a high mobility rate and with the new students to our school, responses may have not be accurately reflected.

Student scores at MILA Elementary on FAIR-FS in grades 3-6 will increase by 10%.

Reading Comprehension

Grade Level FAIR 2014-2015 RC (AP3)

FAIR 2015-2016 RC (AP3)-Target

3rd 60 percentile 70 percentile

4th 51 percentile 61 percentile



In analyzing the District Required Math Assessment from March 2015, it should be noted that all grade levels fell below the district average with the exception of Kindergarten. First grade scored thirteen points below the district average, followed by fifth grade with twelve points, sixth grade with ten points, second grade with eight points, third grade with six points and fourth grade with three points.

MILA Elementary students in grades K-6 will show an increase of five percentage points from last year’s March District Required Math Assessment to the March 2016 assessment.

District Required Math Assessment – March 2015/March 2016

Grade MILA (avg.) 2015 MILA (avg.) 2016K 84 89

1 58 63

2 61 66

3 54 59

4 58 63

5 38 43

6 47 52

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FSA-ELA 2014-2015

Grade Level Number of Students

MILAMean T Score

DistrictMean T Score

State Mean T Score

3rd 66 51 52 50

4th 53 50 52 50

5th 53 49 51 50

6th 63 50 53 50

FSA-MATH 2014-2015

Grade Level Number of Students

MILAMean T Score

DistrictMean T Score

State Mean T Score

3rd 65 50 50 50

4th 55 51 50 50

5th 53 48 50 50

6th 64 52 54 49

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.

MILA’s school Data Teams utilize the District MTSS Guidebook as the basis to implement and sustain a multi-tiered system of student support involving curricular and personnel resources from Title 1,

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ESE and General Education. Data based problem-solving is used to integrate academic and behavioral instruction and intervention. Review of instruction at Core, Supplemental, Intensive Levels as well as student supports address time and focus necessary for students to achieve academic and/or behavior proficiency levels established by the district. This “need-driven” decision-making seeks to ensure that resources reach appropriate students at levels to accelerate the performance of ALL students to achieve and/or exceed proficiency. Effective collaboration and coordination among staff and resources, both general and specialized, within MTSS framework adheres to providing high-quality instruction and intervention matched to student needs using learning rate over time and level of performance to make instructional decisions. All stakeholders adhere to the Problem-Solving Model, examine patterns and trends, establish timelines to facilitate analysis that result in actions towards positive student achievement.

The Problem Solving Model is critical to making instructional adjustments needed for continual improvement in both student level of performance and rate of progress. It is essential for assessing the student response to the effectiveness of instruction/interventions provided. Through this continuum of instruction and intervention, the problem solving model matches instructional resources to educational need.

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.

Decisions in a MTSS process are based on student performance data. Teams at MILA use relevant assessment data to make decisions about instruction and movement with the multi-level prevention system. Data will inform whether the instruction/interventions delivered are linked to positive outcomes for students. The following reliable, valid and instructionally relevant assessments are used to guide responsive teaching and inform instructional decisions: screening measures, diagnostic measures, progress monitoring measures, formative measures and summative measures.

The Leadership Team composed of administration, district support personnel, literacy coach, guidance counselor, MTSS Coordinator, ESE and Title 1 teachers look at the data globally, use the problem-solving process to inform decisions concerning instruction, curriculum, environment and resources and implements the School Improvement Plan. Teacher data teams designated as Professional Learning Teams (PLT) and Grade Level Teams meet at regular scheduled intervals per monthly Focus Calendar to look at data with the purpose of making informed decisions about grade, class and /or individual level of instruction. This team examines both core and supplemental data to design and implement instruction based on group or individual student needs. The team continually re-evaluates instructional practices as new data is collected to determine effectiveness of student response to intervention. Individual Problem Solving Team (IPST) and/or MTSS Team is composed of individuals at school and district level with an array of expertise and is flexible based on the given area of concern. With parent involvement, the problem-solving process is used to look at individual data to make informed decisions about a student’s academic or behavioral needs.

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

Refer to the 2015-2016 Parent Involvement Plan for MILA Elementary.

The KeepnTrack report shows that MILA accumulated 2,305 volunteer hours for the 2014-2015 school year. This was a decrease of 44.63 hours from the 2013-2014 school year. MILA continues to seek input from parents through annual Title I nights, PTO, SAC, and Brevard Public Schools Annual Survey. MILA will implement the 2015-2016 Title I Parental Involvement Plan, which includes an annual Title I information meeting, creation/update of the Title I Compact, and monthly content area family nights. We have parent representatives that attend the District Leadership Meetings and report information through PTO/SAC. MILA’s Volunteer Orientation will be held on September 11, 2015. We will continue to communicate through our website, weekly MILA MATTERS, email, Blackboard, curriculum events, parent nights and the school marquee. Additionally, for the 2015-2016 school year, in order to accommodate parents, we are alternating hosting PTO meetings in the mornings and afternoons.

A client survey was administered during the 2014-2015 school year by Brevard Public Schools. The survey was administered online and paper copies were provided as needed. This survey was used to determine family perception of their student’s overall educational experience at MILA, as well as, how functional departments are within school and district.

The school faculty and staff reviewed the survey data at the end of the 2014-2015 school year to use as a guide for school improvement for the 2015-2016 school year. The family responses to the survey indicated three areas of concern that will be monitored in the upcoming school year. These areas include: How well your school provides testing information (72% rating of excellent and good); How well your school provides Edline (online grading and communication) (60% rating of excellent and good); Rate your satisfaction with enrichment activities (afterschool activities, clubs) (50% rating of excellent and good). MILA strives for 80% or above in excellent and good ratings on the 2015-2016 client survey.

We will continue to promote school-home communication during the 2015-2016 school year through: Weekly newsletters, which are printed and sent home as well as posted on our school website. Title I monthly events to share important information face-to-face with parents, as well as

providing opportunities for families to visit classrooms. Edline is regularly updated by teachers.

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:

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https://www.fldoe.org/flbpso/pi/pipp.asp

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

MILA Elementary had 155 total responses for the 2014-2015 BPS Student Survey from students in grades 4-6. Some of the notable areas were:

84% (131) of the surveyed students reported they have a computer with internet access at home and 80% (125) reported they want to achieve success. This indicates that the majority of our students want to be successful, however, we need to be aware of the number of students lacking computers/internet when making homework assignments that require 21st century technology.

Of the students surveyed, 75% (111) reported that they are allowed to use technology to create projects in science and 72% (106) report the same for math. This reveals that 21st century technology opportunities are being offered in a variety of ways at MILA.

In regards to safety at school, 81% (120) students reported that they feel safe at school. Of those that answered that they did not feel safe at school, the majority 10% (16) students reported they did not feel safe in the cafeteria. We will continue to have the cafeteria closely monitored during breakfast and lunch and review REACH procedures on a weekly basis.

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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.

Retention

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. Assistant Principal will monitor each quarter.

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 45 42 39 31 20 33 30 X X X X X X 2401 or more ISS or OSS

2 5 3 2 2 1 8 X X X X X X 23

Level 1 in ELA or Math

X X X X X X X X X X X X X 0

RetentionIn 2014-15

8 11 4 0 2 0 0 X X X X X X 25

Course Failure in ELA or Math

0 X X X X X X 0

Students in grades 3-6 exhibiting 2 or more indicators (attendance & FSA Level 1)

1 0 1 X X X X X X 2

Students in grades K-2 exhibiting 2 or more indicators(attendance & retention)

9 11 3 X X X X X X X X X X 23

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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).

Despite school wide efforts including classroom incentive programs, daily attendance calls, information in newsletters, IPST meetings, assistance from Brevard Public Schools’ Attendance Resource Officer and individual contracts MILA’s attendance for the 2014-15 school year was 94.23%, which is below the 95% expectation and a decrease from the 2013-14 school year (94.77%). Additional support and personnel assistance from the Office of Student Services will be available to conduct home visits and provide casework for students of concern.

Using the tool Performance Matters, we have identified sixth grade students with two EWS indicators (attendance and FSA scoring below proficiency). Interventions for these students will include a MTSS/IPST meeting, including the parent(s), to discuss the following possible interventions: Academic Support (during and after school models), support from Title I teachers, mentors, etc.

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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.

MILA Elementary School offers orientation programs for preschool children and their families. Curriculum and expectations of kindergarten are discussed and school programs are explained during an evening meeting. On that evening, preschool students and their families tour kindergarten classrooms and meet the kindergarten teachers. The visiting preschoolers are engaged in an activity in each room, and then everyone enjoys juice and cookies in the cafeteria where they experience walking through the cafeteria line. MILA Elementary also allows area preschools to tour the campus during the registration window for new kindergarten students.

Students who attend our on-site Pre-Kindergarten Step FOURward preschool program are afforded transition assistance to an even greater extent. These students become accustomed to the school campus, cafeteria, and staff. They also attend activity classes including art, PE, music and media.

Preschoolers and their families are always welcome to visit and tour MILA Elementary School. Our office staff and assistant principal are available to answer questions, describe curriculum/programs and provide school tours.

The Assistant Principal coordinates with neighboring middle schools and Jr./Sr. High Schools to allow presentations and information to be shared with our students regarding programs unique to their school. Information is also shared in MILA’s weekly parent newsletter and website showcasing events at these neighboring schools for parents and students. The school ambassadors from the Youth Leadership Team will present an orientation and provide a tour of MILA to students who have come from another county and have had to transition from middle school to elementary.

The Youth Leadership Team, which is part of MILA’s PBS program, consists of 5 th and 6th grade students who have gone through an application process in order to be considered for the team. They will help with the implementation of the school wide expectations by creating videos, distributing Stars, making announcements on the school’s morning broadcast, and act as school ambassadors for visitors to the building.

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.

N/A

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

N/A

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

N/A

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

http://data.fldoe.org/readiness/

(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 Date

1. Partner with the University of Central Florida to host Junior/Senior Interns

Assistant Principal On-going

2. Encourage and provide teachers quality professional development opportunities

Principal and Assistant Principal

On-going

3. Encourage teachers to obtain ESOL/Gifted/Reading Endorsements, dual certifications, or a Master’s Degree or Doctorate.


On-going

4. Use Literacy Coach/Mentoring Council Representative/Teacher Leaders to help mentor teachers.


On-going

5. Provide additional staff development and materials for teachers in areas of need.


On-going

6. Provide new teachers to MILA with a mentor as part of the Brevard County Induction Program.

Assistant Principal, Peer Coaches, Teacher Leaders

On-going

7. VORPing—Visit, Observe, Reflect, and Plan Principal, Assistant Principal, Peer Coaches

On-going

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

55 (out-of-field for ESOL)

Teachers are on time line and will complete an ESOL Course prior to August 1, 2016.

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