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Brevard County Public SchoolsSchool Improvement Plan

2014-15

Name of School: Area:

Principal: Area Superintendent:

SAC Chairperson:

Superintendent: Dr. Brian Binggeli

Mission Statement:

Excellence Achieved

Vision Statement:

West Shore Junior/Senior High School, a center for excellence, creates a nurturing secondarylearning environment (grades 7-12), providing unique experiences for intellectualdevelopment, academic achievement, and preparation for life's work.

Communication of School Improvement Plan: Briefly explain how the mission, vision and school improvement plan is communicated to all stakeholders.

West Shore Jr. /Sr. High School uses a comprehensive communication plan to explain our school mission, vision and highlight the contents of our School Improvement Plan (SIP). We begin by reviewing the data from the previous year’s standardized assessments with teachers during Pre-planning meetings. The data serves as the driving force and efficacy of our school-wide SIP goals and strategies. We adjust and amend our SIP goals each year based on these results. After a comprehensive data review, we then communicate our research based strategy(s) used to attack needed growth areas within our school. The information on the SIP is then communicated via Edline, School Advisory Council meetings, PTA General Meetings, Faculty and Department Meetings, and our automated Blackboard Connect phone system.

Final Version 8.12.14

West Shore Jr. /Sr. High School South

Eric Fleming Mark Mullins

Susan Orton and Donna McKeever

Brevard County Public SchoolsSchool Improvement Plan

2014-15

Part 1: Planning for Student Achievement

RATIONALE – Continuous Improvement Cycle Process

Data Analysis from multiple data sources: (Needs assessment that supports the need for improvement-Examples may be, but are NOT limited to survey data, walk-through data, minutes from PLC’s or Dept. Mtgs. Move away from talking about every single data source and determine your rationale. Much like the PGP, what is your focus and why?)Reading:

West Shore continues to exceed the district and state in percentage of students achieving a passing score of 3.0 or higher on the FCAT 2.0 Reading test. The 8th and 9th grade scores increased from the previous year, with 9th grade demonstrating a significant gain of 4% points passing. In the 10th grade, the percentage passing dropped 2% from 98 to 96; however, when compared with their 9th grade scores of 94%, it is obvious that the students had reading gains, overall, indicating these students actually increased their scores by 2%. The 7th grade scores dropped 1%, but the scores for the past three years remain relatively consistent in 7th grade with a percentage increasing or decreasing in 2012 – 2014 as indicated in the chart(s) below.

The scores indicate that West Shore students are experiencing learning gains as a direct result of the integration of CRISS strategies and Differentiated Instruction into student activities and lessons on a continued, sustained basis.

In 2014-15, the new Florida Standards Assessments (FSA) will be implemented. While FCAT 2.0 data may be used as a baseline for student achievement, the new FSA exam will require students to demonstrate higher level critical thinking. They will be required to analyze fiction and non-fiction reading passages on multiple levels, as well as use technology to manipulate the passages. With the shift to FSA assessments, teachers need to continue to use CRISS and Differentiated Instruction techniques in content, process, and product on a regular basis. In addition, technology related assignments should be incorporated into student assignments on a regular basis, which can be achieved via integration of Common Core curriculum. Students will need to use technology to manipulate text in various ways, including, but not limited to, annotating text electronically, highlighting text, and dragging evidence from one location to another.


FCAT 2.0 Reading Test Scores 2013-14 Percentage Pass 3.0 or AboveState, District, School Comparison

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7th Grade8th Grade9th Grade10th Grade

FCAT 2.0 Reading Test Scores Percentage Pass 3.0 or AboveWest Shore Comparison 2012 - 2014

7th Grade 8th Grade 9th Grade 10th Grade90

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201220132014

Writing:

West Shore students continue to excel in writing. West Shore has placed a strong emphasis on writing and the scores, which are well above the state and district averages, are reflective of the importance teachers are placing on writing assignments in their classrooms. It should be noted that the Florida Department of Education (DOE) required a 3.0 writing test pass rate for 2012 and 2013 and a 3.5 pass rate for 2014. For instance, in 2013, even though 95% of the West Shore students met or exceeded state requirements of a 3.0, only 70% attained a 3.5. In 2014, 75% of 8th grade students met or exceeded the 3.5 requirement, which is actually a 5% gain from 2013 when the different pass rates are taken into account. In 10th grade, in 2013, only 81% achieved a 3.5 or above, but 99% achieved a 3.5 or above in 2014. When the 3.5 pass rate data is compared, it is evident that West Shore students are gaining strong writing skills as a result of the crosswalk integrating new Common Core argumentative, analysis, and narrative writing with FCAT persuasive and expository writing.


This year, Florida DOE is introducing the new Florida Standards Assessment (FSA), which includes new requirements for writing. Students must use text based evidence to write analysis, argumentative, and narrative essays. Teachers will continue to use CRISS strategies and Differentiated Instruction in their student writing instruction, as well as continue to integrate technology with writing lessons. The new FSA assessments are computer based exams, requiring students to electronically write essays which is a shift from the past pencil/paper exams. Teachers will also continue to help students make gains in writing by using the new web based writing program in the students’ Houghton Mifflin Harcourt (HMH) English textbooks.

FCAT Writing Test Scores 2013-14 Percentage Pass 3.5 or AboveState, District, School Comparison

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8th Grade10th Grade

FCAT Writing Test Scores Percentage Pass 3.0, 3.5 or AboveWest Shore Comparison 2012 – 2014**

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**Note: 2012 and 2013 scores reflect a 3.0 pass score requirement and 2014 scores reflect a 3.5 pass score requirement.


Reading / Writing SMART Goals:

Continued focus on CRISS to enhance independent critical reading, writing, and thinking skills Continued improvement of integration of Differentiated Instruction by incorporating lessons that

differentiate content, process, and/or product Incorporation of new HMH texts and online technology features into student driven lessons on a

regular basis Integrate other forms of technology, such as Google Docs, Turnitin.com, etc. on a regular basis Collaboration with other English teachers and other departments on a regular basis FSA Reading Tests Goal: In all grades 7 - 11, the goal is to attain 97% pass rate on the FSA reading

test. Even though the Florida DOE will correlate FCAT 2.0 scores with the new FSA Reading Tests to align pass rates, the test format is new to students, so a 97% pass rate is a high goal.

FSA Writing Tests Goal: In all grades 7 – 11, the goal is to attain a 97% pass rate on the FSA writing test. The new FSA test is computer based and students are unfamiliar with the format. Also, 7th, 9th, and 11th grade students must now take the FSA writing test, which will be a new requirement for them, so a 97% pass rate is a high goal.

Mathematics:

The Florida Mathematics Assessment Standards (FMAS) are being implemented this year. The state will fully implement the Florida Standards Assessments (FSA) in the spring of 2015. Standardized tests and state-mandated assessments will reflect the shift to FMAS. 7th grade students taking the MJ2 Advanced course will take the computer-based FCAT 7th Grade Math assessment. Computer-based End-of-Course (EOC) Exams for Algebra I and Geometry will continue to be given to middle school and high school students who are enrolled in these courses. The students’ EOC Scores will be factored into the computation of the yearly average for the course. Algebra 2 End-of-Course Exam will be piloted this year. College readiness skills for Mathematics will be assessed through the PSAT and ACT which all 11th graders will take this year. Tenth graders will also take the PLAN as part of the assessments for college readiness.

West Shore students achieved the following scores for Mathematics based on the results of assessments given in 2013-2014:FCAT 2.0 7th grade: 100% scoring level 3 or higher (increased by 2%, 7th graders taking Algebra I Honors took the Algebra 1 EOC did not take the FCAT)FCAT 2.0 8th grade: no scores available since 8th graders either took the Algebra I or Geometry EOCAlgebra I End-of-Course Exam: 99% scored a level 3 or higher (maintained 99% pass rate)Geometry End-of-Course Exam: 99% scored a level 3 or higher (decreased by 1%)AP Calculus AB Exam: 89.1% scored a 3 or higherAP Calculus BC Exam: 100% scored a 3 or higherAP Computer Science Exam: 78% scored a 3 or higher AP Statistics Exam: 90.9% scored a 3 or higherPLAN (10th Grade Math Scores): Mean score of 23.9 (decreased from 24.3 in 2012-2013)ACT (11th Grade Math Scores): Mean score of 27.1 (increased from 26.8 in 2012-2013)


Most of the 2013-2014 Mathematics School Improvement Plan goals were met.

7th grade FCAT: 100% of the student scored 3 or higher (the goal was to maintain 98%)8th grade FCAT: There were no scores for this test because 8th graders either took the Algebra I or Geometry End-of-Course Exam.Algebra I EOC: Students maintained a 99% pass rate.

Geometry EOC: Only 99% of the students passed (Goal was missed by 1%)Advanced Placement programs: Students achieved a mean score of 89.5% pass rate for the four AP courses offered this year. This mean score was obtained from averaging the pass rates for AP Calculus AB (89.1%), AP Calculus BC (100%), AP Computer Science (78%) and AP Statistics (90.9%). There were 99 students who were registered in AP mathematics courses in 2013-2014.

These are the specific areas which need to be addressed for 2014-2015:7th Grade: Continue to maintain 100% scoring level 3 or higher. Algebra I: Maintain 99% pass rate for the EOC Exam. Geometry: Continue to prepare students and maintain the 99% pass rate for the End-of-Course Exam. Advanced Placement programs: The school’s goal is to increase thenumber of students taking AP courses in Math and to continue to provide a challenging curriculum for the students to insure a passing rate of 95% or higher for the 2015 AP Exams. There are 106 students enrolled in one or more of the following AP courses: AP Calculus AB, AP Calculus BC, AP Statistics, and AP Computer Science.

The Math Department will continue to provide a rigorous curriculum and will also provideenrichment activities to prepare students for other standardized tests needed for college: PLAN,PSAT, ACT and SAT. Teachers will use more of the blended textbook-digital resources tofoster the FMAS Mathematical Practices and prepare students for FSA and EOC Exams. Morehands-on activities, real life applications, and technology applications will be used in the Mathematics classes to address the transition to the FSA. CRISS strategies and DifferentiatedInstruction strategies will be incorporated in teaching of the course content. Teachers willcontinue to be trained on these standards, resources, applications.


Science:

West Shore students taking 8th grade FCAT Science had a 95% pass rate of a 3 or higher. A closer look at student performance in the four strands of Physical/Chemistry, Earth/Space, Life Sciences/Environment and Nature of Science indicate an increase in all strands except Nature of Science. In 2014-2015, 7th and 8th grade instructors will implement additional CRISS strategies to improve knowledge in the Nature of Science standard. Florida State Standards in reading, writing, and mathematics will continue to be implemented throughout all units of the 7th and 8th grade Science curriculum.

Biology EOCThe Biology students showed a significant increase in scale score in 2014 scoring a mean scale score of 441 out of a possible 475. The Biology EOC pass rate decreased from a 100% to a 99% this past year. Biology teachers will pretest students for prior knowledge and will offer additional after school help to students who are having difficulty.

Biology EOC 2014 Average Score Pass RateState 405 68%Brevard 410 70%West Shore 441 99%

Biology students also showed an increase in all three test categories which include Molecular and Cell Biology, Classification and Heredity, and Organisms, Population and Ecology. In 2014-2015, Biology teachers will implement the use of journal articles as well as close readings to increase literary analysis and analytical thinking in students.

Categories 2012 2013 2014


8th FCATScience test year

% level 3 and above

Physical/Chemistry strand

Earth/Space strand

Life Sciences/Environment strand

Nature of Science strand

2009 95% 85% 82% 77% 86%2010 92% 86% 77% 79% 90%2011 98% 85% 82% 86% 85%2012 91% 80% 87% 87% 82%2013 95% 80% 87% 80% 82%2014 95% 82% 87% 87% 80%

Molecular and Cell Biology

73% 79% 81%

Classification and Heredity

77% 78% 81%

Organisms, Populations, and Ecology

81% 80% 82%

A significant focus for the entire West Shore science department is to prepare our students with the end in mind. Advanced Placement science students are ready for college level courses. All West Shore science teachers reinforce skills necessary for AP success. All five of our AP courses continue to top the national average score. Although the overall pass rate for AP science exams dropped in 2014, the number of students taking these tests increased. In 2013, 145 AP science exams were given and in 2014, 172 AP science exams were given. In 2014-2015 all AP teachers will continue implementing CRISS strategies to help students with analytical thinking skills that will improve their success on AP tests.

AP Course 2005 % pass

2006 % pass

2007 % pass

2008 % pass

2009 % pass

2010 % pass

2011 % pass

2012 % pass

2013 % pass

2014 % pass

Biology 91% 82% 67% 64% 71% 77% 65% 87% 78% 83%

Chemistry 86% 100% 79% 78% 94% 81% 81% 100% 94% 80%

EnvironmentalScience

N/A N/A N/A 70% 86% 66% 54% 80% 80% 72%

Physics B N/A N/A 72% 100% 100% 89% 100% 94% 100% 100%

Physics C 100% N/A N/A 100% 100% 100% 100% 92% 100% 100%

Average % pass

92% 91% 73% 82% 90% 83% 80% 91% 90.4% 87%

Science teachers will continue to use CRISS strategies to increase reading comprehension, critical thinking and writing. In addition, the department will be implementing Differentiated Instruction as well as higher order questioning strategies learned though Professional Development this year.


Social Studies:

*End of Course Exam results for 2013-14 (grades 7 and 10) (* First administration of these exams in Florida)

EOC Civics grade 7 2013-14 Passing level 2Scores 1 2 3Number of students scoring 1 20 145

EOC U.S. History grade 10 2013-14 passing level 3 Scores 1 2 3 4 5Number of students scoring 0 1 14 30 86

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10th Grade US History EOC's percentages compared with district

State directed End of Course (EOC) exams where administered at West Shore in both 7th grade Civics and in 10th Grade US History. Results of these exams were applied to the student’s end of year grades. In this first State-wide administration of these tests, West Shore students did very well. The school had a 99% pass rate for both exams, with only 1 (7th grade) and 1 (10th) grade student falling below the current numerical cut off. The mean score for the 7th grade Civics classes from West Shore was a 63 and while the district mean score was 51. The West Shore mean score for the 10th Grade US History was 454 and district was 408. Comparing West Shore students to their peers across Brevard Public Schools finds that on both tests students


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7th Grade Civics EOC's pecentages compared with district

outperformed their cohorts. Goals moving forward are to continue the BEST practices and CRISS strategies that are the focus in our classrooms and enhancing those practices so the school mean score improves for both tests and overall pass rates remain level or improve. The focus on helping all students, especially the lowest 25% of readers, will continue with the use of DBQ’s (document based questions) and analysis of complex reading, and primary source materials. This aligns with the current common core standards instituted at the state level. The Brevard Public Schools KUD (know, understand, and do) format design of social studies units will further this goal. Advanced Placement Courses in Social Studies:The Social Studies department offers 7 Advanced Placement courses. These courses have been in flux the last few years as we have brought new courses and instructors on line. Briefly, in comparison to the district, West Shore has in most cases remained with the average district grade or above. The cases in which West Shore has not done so were years in which the course and/or instructor where new to arena. It is usual for course consistency to show as of a third year post introduction and teaching of a course. We will continue to monitor for progress using a number of strategies such as CRISS techniques and continued differentiation based on classroom demographics. Several teachers of AP courses will attend or have attended a week long institute to further improve delivery and facilitate student success as exams are retooled at College Board.The West Shore Social Studies department has had an open enrollment policy. If students wanted to enroll in one of our courses they were welcome to do so. We plan to continue to encouraging students to take our classes regardless of outcomes on the AP exam. We believe the exposure to the advanced, rigorous reading and writing improves the overall competencies of students across the curricula. However, test results can often vary with the range of classroom demographics including, but not limited to, diversity of previous AP experience and varying student grade levels (9-12). Enrollment is a primary concern within the department. We have experienced a drop in course enrollment from 314 in 2011 to 285 in 2014, which represents a decline of 10%. This decrease in enrollment mirrors trends in other departments. We plan on bolstering enrollment by increasing course awareness through advertisement, promotional activities, parent meetings and in general “getting the word out.” The development of an AP program catalog is underway to provide consumer insight to the benefits of our AP offerings. Discussions have been held within the department to further encourage access to students as well as engage parents and students in the value of AP beyond passing the exam. Some limited discussion has been had regarding further expanding our offerings.

AP courses percentage of passing students with 3 or aboveCourse 2011-

2013DistrictAve.

2012-13 DistrictAve.

2013-14 DistrictAve.

Human Geography

enrollment 97 88 85passing 81% 57% 77% 48% 82% TBA

World History enrollment 16 N/A 41passing 100% 40% N/A 90% TBA

European History

enrollment N/A 59 13passing N/A 61% 62% 62% TBA

U.S. History enrollment 96 50 48passing 57% 62% 83% 56% 64% TBA

Government enrollment 87 50 23passing 47% 61% 68% 66% 57% TBA

Economic enrollment 88 50 23


(Micro) passing 37% 50% 56% 64% 70% TBAPsychology enrollment 46 92 52

passing 61% 63% 79% 67% 73% TBA

Analysis of Current Practice: (How do we currently conduct business?) West Shore has a long standing and firm commitment to the use of school-wide CRISS (Creating Independence through Student-owned Strategies) strategies as our research based instructional methodology for School Improvement. A review of current practice indicates that teachers engage students with a variety of high yield strategies which include concept formation and lecture discussion format. Although teachers do foster elements of personal creativity within their lessons, most information presented does not fully engage students with higher order questioning and thinking skills. CRISS is the mechanism by which West Shore teachers challenge students to form and defend opinions about content being studied in a collegial, congenial, and open classroom format. CRISS has been implemented as part of our SIP for many years and 97% of our teachers on staff are trained in all CRISS modules. Working with our School Advisory Council’s approval and budget, we have first semester calendar plans to have our two new teachers on staff attend CRISS training. Additionally, we plan to have update training for two-thirds of our staff to maintain their CRISS certification.

An additional focus of our school last year was the commitment to Differentiated Instruction (DI) across all grade levels in an effort to engage all students from their competency point in a given subject to growth and deeper understanding within that subject. Teachers and staff completed a qualitative DI self-assessment at the onset of the year and then were provided training specific to their growth needs. A focus on instructional delivery and data collection assisted the teachers’ knowledge and understanding of the diverse needs of their students. Our commitment to DI instruction will be an added focus this year with administrative classroom Walk-Throughs and lesson plan review being a distinct measure of accountability.

Best Practice: (What does research tell us we should be doing as it relates to data analysis above?)CRISS (CReating Independence through Student-owned Strategies) is a staff professional development program grounded in research that promotes higher order thinking skills among students. Instructional delivery centers on a very interactive, systemic model using concept formation and discussion that is solely student driven. Because instruction within the model is collaborative in nature, the lessons are simply guided by the teacher and facilitated by students. The method or philosophy posed by the use of CRISS is to promote and foster thinking through the full range of Bloom's Taxonomy of learning domains with the end result being the use of higher order thinking questions and answers at the synthesis level.

Creating a pure CRISS classroom environment can be augmented with a deeper understanding of each student and his/her learning styles and needs. Marrying CRISS and Differentiated Instruction (DI) can provide a very strong connection to content and can augment instructional delivery for each and every student. DI is a mechanism by which teachers can fully connect and tailor concept instruction and assignments to each student’s learning capacity. DI defines each student as an individual which allows the teacher to provide multiple assignments within each unit tailored for students who are at different levels of achievement and have different learning styles. DI takes CRISS a step further and allows students to choose,


with the teacher's guidance, ways to learn and how to demonstrate what they have learned. Teachers can permit students to opt out of material they already know and progress at their own pace through new material. Also, teachers structure class assignments so they require high levels of critical thinking but permit a range of responses. Finally, DI identifies the need to have high expectations for all students. Teachers create learning centers with activities geared to different learning styles, readiness and levels of interest. They also provide students with opportunities to explore topics in which they have strong interest.

CONTENT AREA:

Reading Math Writing Science Parental Involvement

Drop-out Prevention Programs

Language Arts

Social Studies

Arts/PE Other:

School Based Objective: (Action statement: What will we do to improve programmatic and/or instructional effectiveness?)

CRISS (CReating Independence through Student-owned Strategies) Initial Training will occur with all “new” staff members to West Shore (2) and CRISS Update Training will occur with approximately two-thirds (45) of our instructional staff during the 2014-2015 school year. Instructional staff members will utilize CRISS philosophies and strategies to enhance classroom instruction throughout the curriculum and the use of these strategies will be aligned and refined, by grade level, in order to facilitate instructional delivery diversity. A secondary component to our collective effort will be the assessment, training, and further implementation of Differentiated Instruction within all classrooms which will be measured by classroom walk-throughs and lesson plan book review/audit.

Strategies: (Small number of action oriented staff performance objectives)

Barrier Action Steps Person Responsible

Timetable Budget In-ProcessMeasure

1. Lack of School-based training days

Secure Subs for Teacher pull-out training

Principal, Asst. Principal and Selected Teachers

Fall and Spring 2014-2015

$0.00 Coverage Sheet

2. Lack of Funds for Training (coverage)

Solicit SAC budget and recommend any use of funds for subs

Principal September 2014 Funds allocated from the State for SAC/SIP

Schedule training for identified facilitators

3. Schedule for staff trainings CRISS

Calendar Meeting and training date identification

Asst. Principal and selected CRISS trainers


$0.00 Master Calendar

4. Time needed for DI training

1. Identify selected Faculty Meetings for DI trainings.2. Schedule DI Training with staff

Principal, AP,District Trainers,Teacher Leaders


$0.00 Master Calendar


5. CRISS and DI Monitoring

1.Conduct CWT’s, 2.Schedule Pre-Observation Conferences, 3.Schedule PGP Development/Implementation

Principal, Assistant Principals

Fall 2014-2015

$0.00 Review CWT data, Conduct Pre-Observation Conferences/notes

6. Lack of time for training due to teachers 6 of 7 schedules

1. Identify, Target staff for update training2.Arrange coverage for PD

Principal, AP,Selected Teachers


$0.00 Master Schedule

7. Lack of manpower and time

Create CRISS Utilization Survey

Principal, Assistant Principals


$0.00 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 throughout the school) Qualitative: Survey 100% of staff, using a Likert Scale, on their most often used and most effective CRISS strategies. Post results and match alignment at CRS (Department head) meetings.Based on a KUD (Knowledge, Understand, Do) survey of Differentiated Instruction (DI) conducted in 2014, 55 teachers who were surveyed identified that they were weak in the area of “product” followed by “process”, then by “content”.

Quantitative: Using a Likert Scale survey, West Shore Administrators will rate the evidence of CRISS strategies being used by teachers from 1-5 when conducting classroom Walk-Throughs. It is anticipated that overall ratings on evidence of CRISS utilization will meet or exceed an average of 3.5.

Qualitative and Quantitative Student Achievement Expectations: (Measures student achievement)2014-2015 Test Results in: FSA’s R/M/S/W, EOC’s, DEOC’s, ACT, SAT, Advanced Placement

Meet or exceed 2013-2014 assessment totals in all categories measured in Performance Matters. For FSA, DEOC’s we will meet or exceed concordant score proficiency based on prior year assessments.


Part 2: Support Systems for Student Achievement (Federal, State, District Mandates)

For the following areas, please write a brief narrative that includes the data for the year 2014-2015 and a description of changes you intend to incorporate to improve the data for the year 2014-2015. Instructions and support are provided in each section to assist with what data you may include. The instructions are intended to be a guide and may be deleted from each cell to allow for appropriate typing space.

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.

Mike Drake - Director of GuidanceKim Strauch - Guidance CounselorDina Dearmin - Guidance CounselorLisa Kratz – Administrator

The West Shore Response to Intervention (RtI) Leadership Team's role is primarily to ensure that no student "slips through the cracks" and that every child has a personal and meaningful connection here at school; especially those students who are in need of additional services. The RtI Leadership Team's role in development of the School Improvement Plan is to ensure that funds and program resources are available and appropriated to enhance services for all students. The Whole Child Connection concept is fostered through the theme of RtI at West Shore. This process continues to evolve and additional focus is added each year.

The primary tool used to summarize tiered data here at West Shore is the information specific AS400 Data Books and Performance Matters Data Tool. Manipulation of this data allows teachers, administrators, and collaborative teams to focus on roster and strand specific gaps in student performance on FCAT, ACT, SAT and other assessment areas. Additionally, this data manipulation allows for prescriptive instructional methodology which in turn equates to better future performance on assessments.

The primary training tool used to educate staff is through district and building level in-services, faculty meetings, and SLC (homeroom) Collaborative Team Meetings. The RtI team requests time on faculty meeting and staff development calendars in an effort to update teachers and ensure compliance.

Additionally, we take tremendous pride at West Shore in our personalized IPS (Individualized Program of Final Version 8.12.14

Study) meetings with students and parents each year. These meetings help to build and sustain meaningful and lasting relationships with the guidance counselor who serves as a staunch advocate for every aspect of student life. Academic, activity, and social needs are encompassed within the scope of the IPS meetings and they are very well-received by our school community as a whole.

PARENT AND FAMILY INVOLVEMENT: Based on 2013-2014 parent survey responses, 86.5% of respondents checked off that they would attend “college preparation/information” sessions. We have traditionally held a Senior Parent Information Night about college application information and financial aid at the beginning of the school year. Qualitative conversations with PTA members and other parents led us to believe that we needed to get this information out sooner so that our Junior parents could plan over the summer for the onslaught of college applications that were upcoming. Armed with this data from the parent surveys, we have now scheduled Junior parent meetings for this year to review information about the college application/admission/financial aid process.

STUDENT SURVEY RESULTS:In an effort to focus on 21st century skill development, West Shore Jr./Sr. High School is in our first phase of adding the Advanced Placement Capstone Diploma Program which will enhance college level skill development and align with college admissions expectations.

Based on survey results from 2013-2014, students still highlight Cyberbullying as an ongoing problem. West Shore employs an anti-cyberbullying program endorsed by FDLE and is presented by our School Resource Officer to each grade level. There are also cyber safety lessons in each grade level’s homeroom curriculum which are presented to students.

West Shore installed a new Video camera security monitoring system which was purchased through a partnership with our PTA. The cameras will be used for school safety in the area of campus monitoring.


Early Warning Systems (SB 850) 1. Describe the school’s early warning system and provide a list of the early warning indicators used in the system. This list must include the following:

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 Course failure in English Language Arts or mathematics Level 1 score on the statewide, standardized assessments in English Language Arts or mathematics Students who are not proficient in reading by third gradeSECONDARY

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

2. Provide the following data related to the school’s early warning system: The number of students by grade level that exhibit each early warning indicator listed above The number of students identified by the system as exhibiting two or more early warning

indicatorsFill in BLANKS with Number of Students

Grade Level K 1 2 3 4 5 6 7 8 9 10 11 12 Total

Attendance <901 or more ISS or OSSLevel 1 in Reading or MathCourse Failure in ELA or Math

Students exhibiting 2 or more indicators

3. Describe all intervention strategies employed by the school to improve the academic performance of students identified by the early warning system (i.e., those exhibiting two or more early warning indicators).


College and Career Readiness:

West Shore utilizes a variety of strategies to support college and career awareness. West Shore’s advanced college-preparatory curriculum helps align students to appropriate experiences that maximize their college, and in turn, career awareness. West Shore’s comprehensive Guidance program also serves to support college and career awareness through many different activities. The admissions and course selection processes are undertaken with the end goal for students always at the forefront. Individual Program of Study meetings between counselors, students and parents serve to involve and inform parents and students regarding comprehensive academic planning and postsecondary outcomes. Other Guidance activities support college and career awareness through a variety of techniques. Test result interpretation sessions are provided to students and parents for the PLAN (pre-ACT) and PSAT (pre-SAT) testing done here at West Shore. These provide stakeholders with solid information concerning current college readiness levels and strategies for the high stakes realm of college entrance testing. Accelerated programs presentations, Junior Symposiums, Senior Parent Night and college visitations all serve to support the students’ transition from secondary to postsecondary levels.

West Shore is a school of choice that utilizes an advanced college preparatory curriculum. Students and parents are aware that this model precludes West Shore from having any of the vocational and technical education programs that other schools throughout the District offer. West Shore’s Guidance department makes sure that vocational and technical education options are known to our stakeholders in the event that a different placement would be more appropriate for students to pursue those options.

Advanced courses at lower levels (middle school and 9th grade) prepare students to be ready for their postsecondary experiences. Due to the requirements of West Shore’s Diploma of Distinction, middle schools students must take one high school level course in 7th or 8th grade. Graduates are also required to complete at least two accelerations in their high school career by taking either Advanced Placement or Dual Enrollment courses. With 27 different AP courses offered and a myriad of Dual Enrollment courses available, students can tailor these experiences to their needs. All of these accelerated experiences rest on the foundation of the education that the students have received prior to taking them. West Shore prides itself on a vertically-aligned curriculum that provides students with the necessary tools to succeed at the postsecondary level. Constant analysis and self-reflection on the part of administrators, curriculum resource specialists and teachers regarding the curriculum has been the driving force in helping West Shore become very proficient at producing postsecondary ready students. Maintaining these high levels of readiness, and improving them where possible, continues to be paramount to our school’s mission.


(TITLE 1 SCHOOLS ONLY)

Highly Qualified Teachers Describe the school based strategies that will be used to recruit and retain high quality, highly effective teachers to the school.

Descriptions of Strategy Person Responsible Projected Completion Date

1.2.3.

Non-Highly Qualified Instructors Provide the number of instructional staff and paraprofessionals that are teaching out-of-field and/or who are not highly effective. *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 effective

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

highly effective

ALIGNMENT OF SCHOOL IMPROVEMENT PLANAND

TITLE I SCHOOLWIDE PLAN

Required Elements of a Title I Schoolwide Plan (SWP) /School Improvement Plan (SIP)

(Section 1114 – Components of a Schoolwide Program)

Check the area(s) where each element is addressed in the SIP.

Additional information and references from Title I of the Elementary and Secondary Education Act (ESEA):

1. Include data from comprehensive needs assessment of the school

__Rationale

Include academic achievement of students in relation to the state academic content and achievement standards. Be sure to include migrant, if applicable.


2. Provide opportunities for all children to meet state standards

__Analysis of Current

Practice

__Strategies

__MTSS

3. Utilize scientifically based strategies to strengthen the core academic program __ Analysis of Current

Practice

__Best Practice

__Strategies

Strategies, materials and programs that are research based are a required element of any objective.

4. Include additional strategies that increase the amount and quality of learning time __Strategies

__MTSS

__CTE/STEM

All schools are required to indicate what additional learning opportunities are made available during school, before and/or after school, and during summer, when applicable, and help provide enriched and accelerated curriculum.

5. Include strategies for meeting the educational needs of historically underserved subgroups, low-achieving, and at-risk students

__Strategies

__MTSS

__Early Warning

System

These may include counseling, pupil services, and mentoring services.

6. State the means of determining whether student needs in the above requirement (#5) are being met

__Strategies

__MTSS

__Early Warning

System

Address how the school will determine the educational needs of historically underserved subgroups, low-achieving, and at-risk students are being met

7. Incorporate instruction by highly qualified teachers

__Highly Qualified

All instructors working in a Title I school are required to be Highly Qualified (Section 1119). If you have personnel that do not meet the


Teachers requirements, list strategies to support staff to become highly qualified.

8. Include strategies that support high quality and ongoing professional development for teachers, principals, and paraprofessionals

__Best Practice __Strategies

__MTSS

Each school receiving Title I funds shall devote sufficient resources to effectively carry out this requirement.

9. Include strategies to attract high quality, highly qualified teachers

__Highly Qualified

Teachers

Schools must indicate how they mentor, attract and retain high-quality and highly qualified teachers.

10. Include strategies to increase parent involvement

__Parental

Involvement

Each Title I school is required to complete a Parent Involvement Plan (PIP) and that plan may be used to meet the requirements of this section in the SIP.

11. Include strategies that assist preschool children in the transition from preschool to kindergarten

__Transition from

Preschool

Elementary schools must identify how they will assist students in early childhood programs, such as Head Start and VPK, with the transition into elementary school.

12. Include teachers in using student achievement data to plan the overall instructional program __ Analysis of Current

Practice

__Strategies

__MTSS

Described in Section 1111 (b) (3) in order to provide information on, and to improve, the achievement of individual students and the overall instructional program.

13. Provide additional assistance for low-achieving students that shall include measures to ensure that students’ difficulties are identified in a timely manner

__MTSS

Every school is required to incorporate strategies on how they will address the needs of low performing students that experience difficulty mastering the proficient and advanced levels of academic achievement standards (Section 1111 (b)).

14. Specify coordination with other federal, state, and local programs

__ Analysis of Current

Practice

Schools should include any alignment to other state, federal and local programs that support the educational programs of the school such as violence prevention, nutrition programs, Early


__Best Practice

__MTSS

Childhood, and Head Start.

_________________ _________________________ __________

School Name Principal’s Signature Date


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