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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:

To inspire all students to learn at their highest potential as student leaders, preparing them for tomorrow’s global expectations.

Vision Statement:

To serve every student with excellence as the gold standard every day.

Stakeholder Involvement in School Improvement Planning:

All stakeholders at Palm Bay Elementary School collaborate to uphold the school’s mission and vision. Directly or indirectly all stakeholders contribute to the development of our School Improvement Plan through feedback from surveys. Our School Advisory Council which includes faculty, parents and community members support the implementation of the School Improvement Plan and endorse the mission and vision. Periodically, the School Improvement Plan will be presented at School Advisory Council meetings and at faculty meetings for progress monitoring updates. Communication about the school improvement plan will appear on the Palm Bay Elementary website and newsletters. Additionally, stakeholders will have access to the following documents; School Improvement Plan, Title 1 Parent Involvement Plan and SPAR logged in a notebook located in the school office.

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Palm Bay Elementary School South Area

Ms. Elaine M. Passanisi Dr. Mark Mullins

Lauren Williams

Brevard Public SchoolsSchool Improvement Plan

2015-2016

Part 1: Planning for Student AchievementRATIONALE –

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?

Three year trend data for Academic Outcomes Percentile Rankings

Mean T-Scores

Reading Mathematics

GradePalm Bay

Elementary Brevard StatePalm Bay

Elementary Brevard State

3rd 49 52 50 46 50 50

4th 44 52 50 43 50 50

5th 45 51 50 44 50 50

6th 49 53 50 49 54 49

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Reading% Prof

Math% Prof

Writing% Prof

Science% Prof

Reading Learning Gains (pts)

Math Learning Gains (pts)

Reading Learning Gains (pts) for Lowest 25%

Math Learning Gains (pts) for Lowest 25%

2015 40

2014 37 24 23 39 32 58 49 53 C

2013 43 25 48 67 56 35 49 47

From 2012-2013 to 2013-2014, our School Grade dropped from a B to a C and the school grade points decreased from 495 to 438.

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?

FSA Math 2015 FSA Reading 2015 3rd 45th Percentile and aboveOperations, Algebraic Thinking and Numbers - base 10Numbers and Operations - FractionsMeasurement, Data and Geometry

38%61%76%56%

3rd 45th Percentile and aboveKey Ideas and DetailsCraft and StructureIntegration of Knowledge and IdeasLanguage and Editing

53%53%53%42%64%

4th 45th Percentile and aboveOperations & Algebraic ThinkingNumbers and Operations in Base 10Numbers and Operations - FractionsMeasurement, Data and Geometry

30%46%53%47%57%

4th 45th Percentile and aboveKey Ideas and DetailsCraft and StructureIntegration of Knowledge and IdeasLanguage and EditingText Based Writing

31%62%57%48%69%42%

5th 45th Percentile and aboveOperations, Algebraic Thinking and FractionsNumbers and Operations in Base 10Measurement, Data and Geometry

32%46%48%64%


42%48%62%47%63%51%

6th 45th Percentile and aboveRatio and Proportional RelationshipsExpressions and EquationsGeometryStatistics and ProbabilityThe Number System

59%51%56%43%51%60%


42%53%55%53%64%58%

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2014 54 47 23 48 64 69 70 65 438

-2 0 -25 -12 -2 +9 +5 +4

2013 52 47 48 60 66 60 65 61Actual Score 461 Adjusted Score 495

Reading% Sat.

Math% Sat

Writing% Sat

Science% Sat.

2015/40-8

Reading Learning

Gains

Math Learning Gains

Reading Learning Gains for Lowest 25%

Math Learning Gains for

Lowest 25% C

Grade level

Strengths Concerns

3rd 53% of our 3rd grade students scored at or above the 45th Percentile in Reading We are only 1 point away from the state average in Reading

Only 38% of our 3rd students scored at or above the 45th Percentile in Math We are 4 points away from the state average in Math

4th Our 4th grade students did well on Key Ideas (62%) and Language and Editing (69%)

Only 31% scored at or above the 45th Percentile in Reading and 30% scored at or above the 45th Percentile in Math We are 6 points away from the state average in Reading and 7 points away from the state average in Math

5th Students scored high in Measurement, Data and Geometry (64%) and Language and Editing (63%), Craft and Structure (62%)

Only 42% of our 5th grade students were at the 45th Percentile in Reading and only 32% of our 5th grade students scored at or above the 45th Percentile in Math.We are 5 points away from the state average in Reading and 6 points away from the state average in Math

6th 59% of our students scored at or above the 45th percentile in MathWe are 1 point away from the state average in Reading and tied with the state average in Math.

Only 42% of our 6th grade students scored at or above the 45th Percentile in Reading

Annual Measureable Objectives Sub-groups Reading

2013Reading

2014Reading

2015Math2013

Math2014

Math2015

White 60% 60% 56% 54%

Black/African American 39% 33% 33% 28%

Hispanic 48% 50% 30% 48%

Areas of Strength:

White students maintained a satisfactory performance in Reading.

Hispanic students increased in the areas of Reading (2 percentage points) and Math (18 percentage points).

Areas of Concern:

White students decreased in Math (2 percentage points).

African-American students dropped in Reading (6 percentage points) and Math (5 percentage points

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

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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.

Quantitative Data:

On the 2015 Instructional Culture Index, scale of 1 -10, Palm Bay Elementary School teacher survey responses, rated observation and feedback at 4.5 and rated Professional Development offered to teachers at 5.9. The overall Instructional Culture Index was rated at 5.4. Thus demonstrating a need for improved morale, support, and validation through genuine observation, feedback and high impact coaching and professional development.

When

reflecting on the 2014-2015 IPPAS results of Dimension 1 – Indicators 1, 2, 3 and 4, the average performance rating of teachers was 4.6 on a 6 point scale or 7.7 when converted to the 2015-2016 - 9 point scale.

In Sept/Oct 2015, Administration conducted classroom walkthroughs using the DOE Classroom Walkthrough Tool with a target group of 18 classroom teachers across various grade levels. The walkthrough tool was used to determine trends for the alignment of instructional delivery practices with the Florida Standards. The following data is the result of the first of four rounds of walkthroughs.

Qualitative Data:In Sept. 2015, using the DOE Classroom Walkthrough Tool given to Palm Bay Elementary Teachers, they identified the following indicators as being in place when reflecting on their current instructional delivery practices:

Instructional Delivery

Indicators:

Not In Place

Partially In Place

In Place

The lesson reflects the full intent of the grade-level content Standard(s). 5% 64% 31%

The tasks are aligned to the full intent of the grade level content Standards. 7% 53% 40%

The teacher poses high quality questions and problems designed to promote critical, independent, and creative thinking aligned to the standard. 14% 55% 31%

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Indicators:

Not In Place

Partially In Place

In Place

The lesson reflects the full intent of the grade-level content Standard(s). 33% 22% 45%

The tasks are aligned to the full intent of the grade level content Standards. 61%

22%17%

The teacher poses high quality questions and problems designed to promote critical, independent, and creative thinking aligned to the standard.

67% 22% 11%

The teacher checks for understanding throughout the lesson using informal, deliberate methods to determine students’ progression of mastery toward the standard.

67% 22% 11%

The teacher orchestrates conversation and implements tasks that incorporate accountable talk to show, tell, explain, and prove reasoning regarding understanding of the targeted standard.

72% 17% 11%

Teacher differentiates instruction based on student needs in progression towards mastery of the standard. 83%

6% 11%


2% 48% 50%


7% 62% 31%

Teacher differentiates instruction based on student needs in progression towards mastery of the standard. 5%

64% 31%

In September 2015, when teachers were asked to self-reflect on the following alignments in their pedagogy, they identified the following indicators as being evident when reflecting on their current practice:

41.40% Alignment of Classroom Environment to content standards 22.40% Alignment of Instruction to content standards 39.60% Alignment of standards to Item Specifications (3rd -6th grade) 24.10% Lesson Plans aligned to standards 15.50% Alignment of instruction using High Order Questions to Webb’s Depth of Knowledge (DOK) 6.90% Alignment of instruction using Rigorous Performance Tasks to Webb’s Depth of Knowledge

(DOK)Qualitative and Quantitative Student Achievement Expectations: Measures student achievement.

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?

When analyzing the results of the student survey it became evident that we need to do a better job with explaining to the students how these skills identified in the survey are important to their learning and their future successes. It is incumbent on us to not only teach the core curriculum but to also teach the 21st Century skills that will enable students to apply their learning to real world issues. Our focus on delivering rigorous instruction aligned to the standards will include these educationally social, study, and collaborative skills. It is important to include in the delivery of these skills the why, how, and benefits of incorporating the effective mechanics of learning.

2.2.3 Yes, I feel safe at school 85 84 76 852.2.4 No, I have not been threatened by another student. 84 82 75 842.25 No, I am not afraid to attend school because of bullying 96 91 86 96

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Student Management System Data:

According to our Student Management System (A3) we have 25% of our school wide population at risk in reading and 25% students also at risk in math.

Florida Assessment for Instruction in Reading Florida Standards Data 2015-2016 (FAIR FS)Grade Level Percentage of Reading Success

SEPT 2015Grade

Green/No Risk

Yellow/ Moderate

Risk

Red/High Risk

NOV2015Grade

Green/No Risk

Yellow/ Moderate

Risk

Red/High Risk

MAR2016Grade

Green/No Risk

Yellow/ Moderate

Risk

Red/High Risk

3rd 19% 58% 19% 3rd 3rd

4th 24% 54% 23% 4th 4th

5th 15% 63% 23% 5th 5th

6th 15% 55% 30% 6th 6th

Brevard English Language Arts Assessment (BELAA)

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2014 - 2015Reading Proficiency

BELAA “A” Grade Level Averages

BELAA “B”Grade Level Averages

Growth

1st Grade 71.6% 78% + 6.4%2nd Grade 57.9% 64% + 6.1%3rd Grade 59% 69% + 10%4th Grade 49.9% 49.7% - 0.2%5th Grade 58.3% 59.2% + 0.9%6th Grade 54.9% 54.6% - 0.3%

2014 - 2015Writing Proficiency

BELAA “A”Grade Level Averages

BELAA “B”Grade Level Averages

Growth

1st Grade 57.3% 66.2% + 8.9%2nd Grade 47.2% 60.1% + 12.9%3rd Grade 46.4% 60.1% + 13.7%4th Grade 59.5% 55.2% - 4.2%5th Grade 56.0% 60.3% + 4.3%6th Grade 56.2% 67.2% + 11.0%

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

English Language Arts (ELA):We have scheduled 150 minutes of Literacy Instruction daily. This time block is broken up into two main segments: Reading Instruction (also known as the 90 minute reading block) and Literacy Instruction (writing 30 minutes and intervention 30 minutes). Our standards require writing to be heavily blended with reading instruction. During the reading block, teachers are instructing students on how to use writing as a tool to analyze text, respond to text, conduct research, and make text-based connections that are supported by citing textual evidence. Direct instruction of the writing process and conventions of standard English takes place during the literacy block.

Through the guidance of Language Arts Florida Standards (LAFS) and the Instructional Personnel Performance Appraisal System (IPPAS), teachers have worked to place many valuable structures into the English Language Arts instruction. Our teachers in K – 6 have implemented LAFS in their classrooms since August 2014. Through the introduction of the new standards, our teachers worked to integrate the shifts associated with the standards. Our professional development has focused on increasing student exposure to non-fiction text, connecting reading and writing, increasing text complexity, and responding to a variety of text through writing. These shifts have been evident in classroom instruction and assessment. Teachers discuss best practices during their collaborative team meetings. Students are writing in response to text across all content areas. These objectives helped to support the improvement some grade levels demonstrated on the district required Brevard’s English Language Arts Assessment (BELAA) which incorporates reading and writing into one assessment. Students are assessed in their ability to read text and answer through multiple choice answers, short response items, and extended response items. At the beginning of the year, our grade level averages were very low. These results prompted our teachers to reflect on standards and instruction. Through the Multi-Tiered System of Support (MTSS) and grade level meetings, teachers work with the literacy coach and guidance to analyze results and discuss expectations of the standards and rubrics. Grade levels work together to score student writing for content and conventions. Our meetings revealed that instruction really needed to focus on providing evidence from complex text when responding in oral or written expression.

Our teachers worked on first helping students find relevant textual evidence, and then using appropriate language to refer, quote, or cite evidence in those written responses. During the second semester, students were presented with BELAA rubrics for writing in student friendly language. This allowed students to be fully aware of expectations for quality responses before attempting a written response. Many teachers used these same rubrics with all writing assignments. In addition, most teachers are also actively engaging students in tracking their own data and goal setting. Many teachers have created data binders or graphs for students to record and monitor the changes in their scores for BELAA reading and writing, and/or FAIR. This action has increased student awareness and performance as students gain ownership of their performance. Our ELA instruction is supported by the use of a variety of resources. Teachers use Houghton Mifflin Harcourt Florida Journeys. This is a blended reading and writing literacy program that focuses on the Language Arts Florida Standards. The district has also provided all of our teachers with the Journeys G.P.S. (Guiding Purposeful Support). This resource contains Standards focus documents for teacher use when planning lessons using Journeys. Teachers use this guide to assist with pacing of reading/writing instruction, locating quality resources, and assessing student mastery. In addition, teachers have Standards Spirals, Steps to Quality Questioning, Quality Questioning, Common Core Companion, and Developing Sentence Imitation resources to assist with planning quality ELA instruction.

Reading Intervention Plan:

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All students in kindergarten through sixth grade participate in our school’s Walk to Intervention model. During this 30 minute block, students receive targeted instruction based on triangulated data from prior student performance. In kindergarten through second grade, we assess students using the Phonological Awareness Screener for Intervention and Phonics Screener for Intervention. By using these assessments, we are able to group students according to specific skill needs. In third through sixth grade, we use data from the Phonics Screener for Intervention, and FAIR to accurately form our intervention groups. Our frequent monitoring of student progress ensures that our students are participating in the correct intervention. Struggling students are discussed during our bi-weekly MTSS/Teacher Data Team meetings. Students in need of intervention are given the opportunity to participate in Voyager Passport, Barton, and Blueprint for Phonological Awareness/Phonics. Students are referred to IPST when additional academic or behavioral interventions are needed.

ASP:The goal of Academic Support Program (ASP) is to provide instructional support to below level students and those identified as being in the lowest performing quintile of the Florida Standards Assessment (FSA). Third and fourth graders will receive supplemental instruction in reading and math during the school day from October until May. The research based educational software, Istation, will be utilized to assess students, determine specific needs, and also provide individualized, tailored practice. The results of the Istation assessments will be used to group students based on academic needs for direct teacher-student instruction. Fifth grade students who are identified as needing supplemental instruction in Science and Sixth grade who scored a Level 1 on the Science FCAT 2.0 will be invited to participate in the afterschool Science ASP Program which will run from October until May. Students will take part in hands-on science activities relating to the Next Generation Sunshine State Standards (NGSSS). The activities will include experiments and/or investigations for the benchmarks in life, earth, and physical science.

Math:Palm Bay Elementary is implementing the Mathematics Florida Standards (MAFS) K-6. They are based on Common Core. Along with the district adopted program, we use the research-based materials that are encouraged through the district pacing guide (Super Source, Van de Walle and Thinking Maps). This investigative type of learning allows our students to experiment with math concepts, therefore creating true mathematicians that understand and apply mathematical thinking in any situation. We have reviewed the daily schedules for our teachers and provided more time for instruction in math. By setting aside additional time for math, we are increasing the opportunity for students to attend to the eight shifts of mathematical practices, which encourages inquiry-based problem solving. We are also discussing specific components of the daily math lesson. Palm Bay Elementary teachers are in the process of being trained to design units modeled by the concepts identified through Understanding by Design (UbD). This form of unit planning focuses on backward planning for lesson design.

We work to analyze assessment data from state, district, and grade level common assessments to identify struggling students. Our classroom teachers work with our ESE and Title I teachers to create lessons to meet the needs of all our students by providing hands on lessons. We are using cooperative groups to increase our student engagement in the classroom. Students that are performing below grade level in math are brought up at MTSS meetings and are given intervention instruction for an additional 30 minutes during our Triple III time. We utilize research-based programs (Do the Math and Strategies to Achieve Mathematics Success STAMS) to deliver more intensive instruction to meet the needs of these students.

Science:Individual classroom teachers are responsible for planning and implementing science instruction and assessing student progress through the Next Generation Sunshine State Standards in Science. Teachers provide science support to one another during grade level meetings along with integrating science into the 90 minute reading block by utilizing leveled science readers as often as possible. In the classroom, teachers are using the district adopted National Geographic series as a resource when teaching science.

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After analyzing teaching practices and Science 2.0 data from the previous school year, there has been a decline in Science scores. Only 40% of Palm Bay Elementary students scored on grade level on the 2014-2015 NGSSS Science FCAT. Therefore, we will continue to address our science needs to increase the rigor of implementation of our science standards and continue to use science notebooks and summarizing as a part of our teaching methods. We are also implementing a co-teach science exploration classroom to support teachers with inquiry-based investigation lessons for students in grades 3 – 6. Fifth grade students will have the opportunity to engage in this exploration experience twice a week. This instructional time is important because it provides students the opportunity to participate in a hands on inquiry-based investigation, experiment, or activity. The instructional focus during this time is on the scientific process, science content vocabulary, and inquiry methods. Additionally, 5th grade students are continuously revisiting and reviewing science standards that were taught in 3rd and 4th grade. This is important because almost 25% of the standards assessed on the NGSSS Science FCAT 2.0 are those 3rd and 4th grade standards. In addition, student response pads (clickers) are used as an integration of technology with classroom performance systems.

Technology:Students use Microsoft Office Suite software such as PowerPoint, Word, and Excel to create projects. Interactive books can be viewed on TumbleBooks.com and Living Books. Students are able to access fiction and non-fiction reading materials using InfroTrac, World Books and myOn. Students utilize instructional software and websites such as Starfall.com, ABCYA.com, VMathLive.com and FCATextplorer.com. Students are assessed using FAIR FS (Florida Assessments for Instruction in Reading Florida Standards). Additionally, some 5 th grade students were introduced to the use of iPads in the course of their instruction.

For the 2015-2016 school year, we will continue the instructional practices and utilization of all technology mentioned above. We presently have three computer labs and one portable netbook lab. Three computer labs are used for research, computer based testing and practice, ESOL instruction, and an activity station for students LanSchool will also be installed. The netbooks are available for classrooms on a checkout basis. The media specialist will continue to instruct students in the acceptable use of the internet: choosing valid databases; cyber safety protocol; conduction research; and avoiding plagiarism. We will introduce students to Office 365 for home use. While at school the students will continue to utilize Office 2013 and we will add the use of Web 2.0 resources such as Glogster and Google Earth to view locations around the world. The use of Photo Story and Movie Maker will be used for creating higher thinking products.

Students will utilize Istation for personalized supplemental reading and math lessons and Scholastic Reading Inventory (SRI) to monitor Lexile growth. The use of Photo Story and Movie Maker will be used for creating higher thinking, project based learning assignments.This year we will add Google Classroom, Launchpad, and when it is available One Drive, for students in the fourth through sixth grades. One drive will enable student to save Microsoft documents at school and access them at home. We will receive new Yogas paid for with District Title 1 funds, for teachers to use to promote students’ higher level thinking skills. Apps we will use this year include: Explain Everything, Doddle Pad, and StoryBird.

Best Practice: Based on research, as it relates to the data analysis above, what should be best practices in the classroom?

Florida’s plan of action for educating children for the 21st Century is focused on rigorous standards based instruction, but the evolution to get there is taking many years. The alignment of Florida’s standards and assessment has progressed from one that is based on student ability, to one that is focused upon the cognitive demands associated with standards and instruction. Research by the Department of Education has determined that just teaching the

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standards is not enough to help students succeed with college and career readiness. Therefore, they have adopted “Webb’s Depth of Knowledge Model” to ensure instruction meets the complexity of the standards. It is this addition to the standards that now has teachers unsure and feeling inadequately trained to deliver complex instruction and to provide the support students need to succeed with complex learning. The Bill and Melinda Gates Foundation reported that teachers know about the standards but only 22% feel prepared to teach them. More than 79% felt they needed professional development to teach them effectively.

In Marzano’s article, Teaching for Rigor: A Call for a Critical Instructional Shift, Marzano states that teachers lack a pathway of supports to ensure the significant shifts in the instructional strategies needed in today’s classrooms. According to Marzano and Haystead (2009) the Meta-Analytic Synthesis of Studies conducted at Marzano Research Lab on instructional strategies identified “Tracking student progress on learning scales” as yielding the greatest percentile gains or high-effect size. Therefore according to Marzano the starting place for all effective instruction is designing and communicating clear learning goals. According to Michael Toth, a great deal of stress can be alleviated when teachers are trained to make significant shifts in their instructional practice. These shifts should be toward a more student centered learning environment and a scaffolding of content from basic knowledge to complex applications, which align with the structure of Webb’s Depth of Knowledge. The same philosophy can be aligned to learning scales. Teachers need models and training to help them embrace the role of facilitator, guiding students to accept ownership of their own learning. A teacher’s role should be to help students learn to use their knowledge towards solving problems and meeting the rigor of new complex standards. According to Marzano, students must have the ability to test hypothesis, analyze, and synthesize in order to be successful. Additionally, they must be able to work collaboratively in order to use knowledge and apply it in real world situations. Students will not be engaged at a cognitively high level of complexity in their learning if teachers do not plan a high level of complexity in their instruction. Teachers need to recognize the cause and effect relationship between their lesson design and instructional delivery; as well as how these relationships apply to student learning. Their insufficient understanding of the rigorous design of the Florida Standards is a barrier to their effective lesson design and the delivery of instruction. To succeed with the delivery of the new standards, teachers will need models of lesson design and instructional delivery, along with models of high impact coaching for their professional development.

School-Based Goal: What can be done to improve instructional effectiveness?The instructional staff at Palm Bay Elementary will deliver standards based instruction to the full intent and rigor of the standards by focusing on collaborative lesson designs across the content areas in order to increase the student depth of understanding and learning.

Strategies: Small number of action oriented staff performance objectives.

Barrier Action Steps Person Responsible Timetable Budget In-Process

MeasureInsufficient understand-ing of the rigorous design of the Florida Standards.

Palm Bay ElementarySchool’s

Attend professional development relative to designing research based lessons aligned to Florida Standards (FS) with a focus on learning scales and priority standards.

Admin and Faculty

July 2015 to April 2016

School and Title 1 Professional Development funds & substitute funds

Training agenda, unit lesson designs, ProGOE Inservice records

Conduct classroom walkthroughs using the DOE Classroom

Administration

Target group of 18 classroom

Sept/Oct 2015,Nov/Dec 2015,Jan/Feb 2016,Mar/Apr 2016,

Schedule,Recording Sheets, Data Results

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Faculty struggles with the alignment of instructional pedagogy related to the Florida Standards. For example, classroom environment, instruction, item specifications, lesson plans, higher order questions and rigorous performance tasks.

Walkthrough Tool used to determine trends for the alignment of instructional delivery practices with the Florida Standards.

teachers across various grade levels.

Administer pre and post self-assessments to the faculty identifying the degree of complexity and alignment of the FS to their pedagogy.

Admin and Faculty

September 2015 & April 2016

Survey data results

Share the 2015-2016 School Improvement Plan to the School Advisory Council, Faculty, and Staff of PBE. A midyear progress review will also be shared.

Admin and Faculty

September/October 2015 and January

SAC and Faculty Agendas, minutes

Plan and implement professional development that delves into the rigorous implementation of priority learning goals based on the FS established for students.

Admin, academic coaches, model teachers and faculty

August 2015, October 2015, February 2016

School and Title 1 Materials and supply budget

Agendas, handouts, lesson plans

Design and deliver lessons that align to the rigor of the Florida Standards

Faculty August 2015 through May 2016

School and Title 1 budget

Lesson Plans

Utilize high impact coaching (academic and peer coaches) for meeting professional development needs of teachers relative to our SIP goals.

Admin andacademic and peer coaches

September 2015 through May 2016

School and Title 1 substitute funds

ProGOE schedules,

Schedule time and implement teacher visitations to model classrooms for the purpose of observing BEST practices.

Admin and Faculty

November 2015 through February 2016

School and Title 1 substitute funds

Schedules and observation/feedback documents

Organize and implement instructional rounds for the purpose of observing and providing feedback on exemplar practices as identified on the IPPAS.

Administration, Academic Coaches, Peer Coaches, and Teachers

DecemberSchool and Title 1 substitute funds


Invite colleagues to participate in instructional rounds for the purpose of collaborating on the IPPAS

South Area Principals and Assistant Principals

JanuarySchool and Title 1 substitute funds


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observational process.

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


Indicators:

Not In Place

Partially In Place

2015In

Place

2016 TARGET In Place

The lesson reflects the full intent of the grade-level content Standard(s). 33% 22% 45% 100%

The tasks are aligned to the full intent of the grade level content Standards. 61% 22% 17% 70%

The teacher poses high quality questions and problems designed to promote critical, independent, and creative thinking aligned to the standard.

67% 22% 11% 50%


67% 22% 11% 50%


72% 17% 11% 50%

Teacher differentiates instruction based on student needs in progression towards mastery of the standard. 83% 6% 11% 50%

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.Quantitative Data:

On the 2015, Instructional Culture Index of teacher survey responses, Palm Bay Elementary School teachers, on a scale of 1 to 10, rated observation and feedback at 4.5 and rated Professional Development offered to teachers at 5.9. The overall Instructional Culture Index was rated at 5.4. Thus demonstrating a need for improved morale, support, and validation through genuine observation, feedback and high impact coaching and professional development. On the 2016 Instructional Culture Index of teacher survey responses, Palm Bay Elementary School teachers, on a scale of 1 to 10, will rate observation and feedback at 7.0 and will rate Professional Development offered teachers at 7.0. The overall Instructional Culture Index will have improved to a rating of 7.0. Thus improving morale, support, and validation through genuine observation, feedback and high impact coaching and professional development.

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When reflecting on the 2014-2015 IPPAS results of Dimension 1 – Indicators 1, 2, 3 and 4, the average performance rating of teachers was 4.6 on a 6 point scale or 7.7 when converted to the 2015-2016 - 9 point scale. When reflecting on the 2015-2016 IPPAS results of Dimension 1 – Indicators 1, 2, 3 and 4, the average performance rating of teachers will be 8.0 on the 9 point scale.

In Mar/April 2016, Administration will conduct classroom walkthroughs using the DOE Classroom Walkthrough Tool with a target group of 18 classroom teachers across various grade levels. The walkthrough tool will be used to determine trends for the alignment of instructional delivery practices with the Florida Standards.

Qualitative Data

On the 2016, DOE Classroom Walkthrough Tool teachers will identify the following indicators as being in place when reflecting on their current practice:


Indicators:

September 2015

April 2016 TARGET

The lesson reflects the full intent of the grade-level content Standard(s). 31.0% 70%

The tasks are aligned to the full intent of the grade level content Standards. 39.7% 65%

The teacher poses high quality questions and problems designed to promote critical, independent, and creative thinking aligned to the standard. 31.0% 65%

The teacher checks for understanding throughout the lesson using informal, deliberate methods to determine students’ progression of mastery toward the standard. 50.0% 65%


31.0% 65%

Teacher differentiates instruction based on student needs in progression towards mastery of the standard. 31.0% 65%

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Qualitative and Quantitative Student Achievement Expectations: Measures student achievement.

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 yearQuantitative DataFlorida Assessment for Instruction in Reading Florida Standards Data 2015-2016 (FAIR FS)Grade Level Percentage of Reading Success

SEPT 2015Grade

Green/No Risk

Yellow/ Moderate

Risk

Red/High Risk

NOV2015Grade

Green/No Risk

Yellow/ Moderate

Risk

Red/High Risk

MAR2016Grade

Green/No Risk

Yellow/ Moderate

Risk

Red/High Risk

3rd 19% 58% 19% 3rd 3rd

4th 24% 54% 23% 4th 4th

5th 15% 63% 23% 5th 5th

6th 15% 55% 30% 6th 6th

Brevard English Language Arts Assessment (BELAA)

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In 2016, Teachers when asked to self-reflect on the following alignments in their pedagogy, they will identify the following indicators as being evident when reflecting on their current practice:

September 2015

April 2016 TARGET

Alignment of Classroom Environment to content standards 41.40% 75%Alignment of Instruction to content standards 22.40% 75%Alignment of standards to Item Specifications (3rd -6th grade) 39.60% 65%Lesson Plans aligned to standards 24.10% 75%Alignment of instruction using High Order Questions to Webb’s Depth of Knowledge (DOK) 15.50% 65%

Alignment of instruction using Rigorous Performance Tasks to Webb’s Depth of Knowledge 6.90% 65%

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.

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Writing Proficiency 2015 BELAA “A”Grade Level Averages

2016 BELAA “B”Grade Level Averages

2016 Growth

1st Grade 54.9%2nd Grade 53.6%3rd Grade 44.7%4th Grade 60.0%5th Grade 46.9%6th Grade 57.8%

Reading Proficiency 2015 BELAA “A”Grade Level Averages

2016 BELAA “B”Grade Level Averages

2016 Growth

1st Grade 65.5%2nd Grade 51.6%3rd Grade 54.9%4th Grade 63.5%5th Grade 48.6%6th Grade 55.1%

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MULTI-TIERED SYSTEM OF SUPPORTS MTSS/RtI This section meets the requirements of Sections 1114(b)(1)(B)(i)-(iv) and 1115(c)(1)(A)-(C), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b) and Senate Bill 850.

1. Describe the process through which school leadership identifies and aligns all available resources (e.g., personnel, instructional, curricular) in order to meet the needs of all students. Include the methodology for coordinating the use of federal, state and local funds, services, and programs.

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

Multi-Tiered System of Supports (MTSS)/RTI (Identify the MTSS leadership team and its role in the development and implementation of the SIP along with data sources, data managements and how staff is trained in MTSS)Administration, Guidance, Title One Personnel, Literacy Coach, Math Coach, Grade Level Contacts, ESOL Personnel, ESE Personnel, Classroom Teachers, Speech/Language Pathologist, Occupational Therapist, Staffing Specialist, Psychologist, and Behavior Analyst make up the MTSS Leadership Team. The Literacy Coach and the ESE Contact facilitate the MTSS process.

The MTSS process encompasses three types of teams: The Leadership Team, The Teacher Data Team, and The Individual Problem Solving Team. The Leadership Team members meet several times throughout the year to analyze school wide data, identify the data trends, and develop plans to increase student achievement. This team facilitates the communication of this information to all professionals.

Teacher Data Team meetings are held by grade level on a bi-monthly basis to discuss students in need of academic and/or behavioral assistance. All teachers on each grade level as well as any additional staff that may be able to offer support in their area of expertise are expected to participate. It is through these meetings that discussions of classroom assessment data, grade level data trends, teaching strategies, curriculum, progress monitoring, and student behaviors are analyzed. If this does not show an increase in student performance, a new or more intensive approach may be developed.

Individual Problem Solving Team meetings are held on the other two weeks of each month to discuss more intensive concerns for individual students. The MTSS facilitators along with the classroom teacher, psychologist, staffing specialist, and any additional staff that may be able to offer support in their area of expertise are invited and expected to participate. This team develops intensive interventions that will be monitored on a weekly basis to determine the rate of student success.

In order to track the meeting outcomes for our MTSS process, our school has implemented the use of red folders which keep the information organized and provide a place for professionals to locate student information. These folders contain a variety of information such as student assessment data, current work samples, anecdotal notes, academic screeners, and behavioral documentation. The MTSS facilitators also track the frequency of meetings for each student to ensure that their needs are being frequently monitored within this process.

To ensure that this process runs smoothly from year to year, there are several different training opportunities offered at the school based level. Each school year, an overview of the process is discussed along with any changes that may have been made. MTSS resources are provided for all staff to reference and our MTSS facilitators are available for additional support. Teachers can also attend additional trainings at the district level.

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?

The Principal will provide a school wide quarterly newsletter with parent information as well as

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

(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. Provide opportunities for peer mentoring and classroom observations of highly effective teachers.

Principal, Assistant Principals, Literacy Coach, Math Coach, Mentor Teachers, Title I Teachers

Ongoing

2. Develop a recognition program for staff. Principal Ongoing3. Establish committees to obtain input and promote a collaborative culture.

Principal Ongoing

4. Support and collaborate with local universities by welcoming junior and senior interns.

Principal Ongoing

5. Implement research-based professional development in all areas of the curriculum and classroom management (as needed).

Principal, Assistant Principals, Literacy Coach, Math Coach, Technology Coach, Writing Coach, Mentor Teachers, Title I Teachers

Ongoing

Non-Highly Qualified Instructors Provide the number of instructional staff and paraprofessionals that are teaching out-of-field and/or who are not highly qualified. *When using percentages, include the number of teachers the percentage represents (e.g., 70% [35]).

Number of staff and paraprofessionals that are teaching out-of-field/and who are not highly qualified

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

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