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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:

To educate all students with excellence as the standard, working together in a safe professional learning community.

Vision Statement:

To inspire all children to learn at their highest potential, preparing them for tomorrow’s global expectations.

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

Our Mission and Vision Statements, and School Improvement Plan are communicated to our teachers, parents, students, and community through the Edline School Homepage, school newsletters, curriculum nights, School Advisory Council, and the high expectations of the administration and every instructor within our school. During faculty meetings, teachers will have opportunities to provide feedback and input in reference to our goals and School Improvement Plan development and implementation. Stakeholders will be involved in on-going quality relationship building, to support high academic expectations and help foster increased student achievement. Teachers will participate in school based management cadres SWIM (School Wide Integrated Management), to effectively communicate best practices among faculty and staff in each of the subject areas.

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Apollo Elementary North Area

Dr. Pamella O’Kell Dr. Laura Rhinehart

Obeth Diaz

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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?)Student Achievement Data-- based on the Florida Comprehensive Assessment Test (FCAT 2.0) The FCAT is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Florida. In the 2013-2014 school year, Apollo experience a dramatic change in demographics with school closures and boundary changes, and blended curriculum. Through all barriers, Apollo maintained its “A” status. This was mainly due to our learning gains in Math, and an increase in Writing scores. The table below compares 3-years of achievement data showing School and State-average scores for the FCAT for level 3 (percent in achievement) and higher.

Table 1 3-year FCAT Comparison in Grades 3-5

Grade 3 2012 State 2013 State 2014 State

Reading 72 (56) 72 (57) 59 (57)

Math 72 (58) 56 (58) 54 (58)

Grade 4 2012 2013 2014

Reading 76 (62) 62 (60) 63 (61)

Math 72 (60) 49 (61) 68 (63)

Writing 83 (60) 68 (83) 82 (53)

** 2014 Writing is compared to 3.0 and above as in previous years


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Grade 5 2012 2013 2014

Reading 78 (61) 72 (60) 57 (61)

Science 73 (51) 65 (53) 64 (54)

Math 78 (57) 59 (55) 48 (56)

Grade 6 2012 2013 2014

Reading 72 (67) 70 (59) 68 (60)

Math 80 (53) 76 (52) 70 (53)

The data indicates a decline in Reading and Math proficiency scores. In contrast, Apollo’s scores for learning gains meets or exceeds the district levels.

Apollo’s scores are above state averages (shown in parenthesis) in most grade levels. To further explain, in third-grade Reading, Apollo was 2 points above than the state average. In fifth-grade Reading, the scores were 4 points lower than the state average. Also in fifth grade, there was a significant decrease in fifth-grade Math proficiency, from 59% to 48%. In 6th grade, the scores are consistently above the state average by 18 points or more over the last three years. The trend for continuous improvement in the lowest 25% is clear in Math.

Reading - 64% of Apollo students in Grades 3-6 were proficient on the 2014 FCAT 2.0 Reading assessment. This is a 7% decrease from the previous year. Although percentages of students at Level 3 or above decreased, there was also decrease in the percentages of students making learning gains in Reading by 2%. In 2013, 72% of students made learning gains in Reading and in 2013, compared to 70% in 2014. Over the past 3 years, Reading scores have decreased. The data revealed a 7% decrease in students scoring Level 3 or above, which is now below the State and District averages in some grade levels. After desegregating the FAIR data for Kindergarten through 2nd grade, it is evident that the reading success probability is well below the 50% range. We firmly believe that if our Kindergarten- 2nd grade teachers lay a strong foundation, implementing Florida State Standards, student achievement will increase. In addition, teachers should be successful in closing the achievement gap in all student subgroups.

Writing – Results of 2014 FCAT Writes indicate 78% of Apollo’s 4th- grade students met high standards in Writing, scoring 3.5 or higher. The data shows a 10% increase from the previous year in writing. The 2014 FCAT 2.0 Writing had increased the rigor with mechanics and spelling conventions which increased testing difficulty. As a result, Apollo students met the challenge and exceeded the District and State averages. Professional Learning Communities (PLC) will continue to address our Writing expectations of scoring at proficiency or higher to meet high standards. Regularly, administration reviewed Writing samples for all students. This provided positive feedback to students. As administration observed students in the classroom, students were excited to share their stories. In addition, Professional Development Opportunities were provided to teachers.


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Math – Results of 2014 FCAT 2.0, indicate 62% of students scored at grade level or higher, which is an 1% decrease from the previous year. The data also illustrates that Math scores are lower than the previous 3 years. In 2014, 82% of students in Grades 3-6 made learning gains in Math. This was a 17% increase from the previous year. In 2013, 63% of students in Grades 3-6 were proficient in Math. In addition, data shows a 12% increase in learning gains for students in the lowest 25% from the previous year. 6th grade had the largest percentage (70%) of students scoring at level 3 or above. However, 6th grade students also decreased, indicating a consistent state-wide pattern in this area. As a school, student - District Math Assessments are showing growth and meeting the proficiency level across the grade levels. However, we are seeing a “disconnect” between the district assessments and FCAT scores. Teacher surveys reveal teachers are implementing Differentiation and B.E.S.T. strategies, but need to implement Differentiation with fidelity. Our Professional Learning Communities will maintain a focus on this particular areas of concern.

Table 2Comparison 2013-2014 FCAT Scores

Year Rdin

gMath Writin

gScience % Rding

Gains% Math Gains

Rding Gains25%

Math Gains %25

Total Points

2014 64 62 78 65 70 82 74 75 5722013 71 63 68 65 72 65 80 63 549Dif. -7 -1 +10 0 -2 +17 -6 +12 +23

When assessing the measurement of the success of the 2013-14 School Improvement Plan, (Differentiation in Math, Primarily), an observation of the 2 year comparison of FCAT proficiency scores and gains, is necessary. Typically Math scores fall far below Reading. However in 2014, Math proficiency scores fell only 1%. When you observe Math gains, the data reveals significant improvement in Math.

Science – The 2013 FCAT 2.0 Science scores indicate 65% of the 5th- grade students met high standards in Science. We will continue to adapt and focus on ensuring students continue to meet high standards at level 3 or higher. Higher-order Questioning is utilized in classrooms as evidenced through students’ Science journals. Teachers engage students in scientific inquiry, experiments, and discussions. We have implemented the use of Science notebooks/journals to self-progress monitor. The practice of keeping Science notebooks/journals will continue.


Table 3 Percentage Annual Learning Gains

Grades 4 through 6

Year ReadingGains

MathGains

Reading Gains

Lowest 25%

Math GainsLowest 25%

2012 80 88 79 732013 72 65 80 632014 70 82 74 75

The table above indicates percentages of Annual Learning Gains from 2012-2014 FCAT. Data indicates a decrease in Annual Learning Gains in Reading and an increase in Math, in the Lowest 25%.

Analysis of Current Practice: (How do we currently conduct business?) Current practices in Reading, Writing, Math and Science for Apollo Elementary: Reading:The Houghton Mifflin Harcourt Florida Journeys Program is the District adopted Reading program. To meet the students’ needs, the District has recommended 150 minute Reading/Language Arts block of time. The 90- minute uninterrupted Reading block is scheduled daily. The 30-minute iii (Triple I Remediation) is set aside, daily, outside of the 90- minute uninterrupted Reading block. Differentiated instruction in small groups has been a focus in grades K-6, honing in on comprehension, fluency, and vocabulary skills. Progress Monitoring Plans are created and implemented for all below-grade level (BGL) students to address deficient areas. Additionally, 3rd-6th grade Level-1 students will be recommended for ASP (Academic Support Program) classes, as well as any Level-1 student in 3-6 grades. The goal of Academic Support Program (ASP) is to provide instructional support to below-grade level and level 1 students in Reading and Math. These services will occur after school to eligible students to provide support/remediation. The criteria for students to participate are as follows: Grade 3 students at Level 1 Reading FCAT 2.0 score (3rd grade students are a priority); Lowest 25% in Reading (3rd Grade); Grades 4-6 lowest 25% in reading and mathematics; Students in grades 3-6 who display deficiencies in science (Note: Students grades 3-6 struggling in science should be encouraged to be invited to participate in Science ASP). Voyager Reading Program will be used with second and third-grade students working BGL to differentiate instruction for areas in need of improvement. Diagnostic testing and a PASI/PSI are administered to the lowest 25% of students in Reading, inclusive of all third-grade students working BGL in Reading, with emphasis on Level-1 students. Flexible small group settings and iii, Tier 2, will be in place for the lowest 25% of students in Reading. Progress monitoring will take place for the lowest 25% of students, inclusive of all 3rd -grade students and Level-1 students in Reading.

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The Writing programs currently used for Writing in K-6 grades, consists of the Piece By Piece pacing guide, Developing Artistic Writing Conventions and Writing Skills in place. Apollo Elementary has provided professional development in Writing instruction for the past several years. Two years ago, a school-wide Writing cadre was established composed of the Writing Point of Contact (POC), and a member of each grade level from K-6 grades. The Writing POC will relay communications from District meetings to the Writing cadre. A 30- minute time frame is scheduled each day, allowing for student Writing instruction. The District’s English Language Assessment, has been integrated where Writing is analyzed into the BELAA, quarterly. The cadre collaborates with teachers on ways to improve Writing instruction.

Math:Currently, Scott Foresman EnVision (K-5 grades) and the Macmillan/McGraw-Hill Glencoe (6th- grade) Math programs are implemented for Mathematics instruction for at least 60 minutes, daily. Formative Assessments and progress-monitoring data drive Math instruction. Third-grade classes will be conducting timed skill tests to improve student achievement in Math and focusing on multi-step word problems. Teachers and Title I instructors incorporate differentiated instruction for students working BGL in Math, inclusive of the lowest 25% of students in all subgroups. Teachers will incorporate the following B.E.S.T. instructional strategies for Reading and Math. Teachers work with BGL (below grade level) students using the following scientifically researched-based programs: Math Solutions, Engage New York, and Brain Pop. In Reading, Fountas and Pinnell Intervention Program, Brain Pop, and Lexia Core 5. The fifth and sixth- grade teachers will be using SuccessMaker to help drive small-group instruction in reading and math skills. Progress monitoring and/or formative assessments takes place through the use of FAIR, SRI (Scholastic Reading Inventory), running records, district benchmark, DBQ’s (Document Based Questioning) and inventory testing to determine student academic progress in Reading and Math. The Language Arts Florida Standards strands which need additional emphasis are: Reading Applications, Informational Text, and Literary Analysis. The Science curriculum, National Geographic, is currently in place for grades K-5. The 6th-grade curriculum is Discovery Education. Science instruction is aligned with the Next Generation of Florida Sunshine State Standards (NGSSS). Science skills are developed by actively involving students in investigations, teaching content area as well as the essential process skills with real-world connections. Strands needing emphasis are Physical Science and Life Science. Increased attendance in Science ASP (Academic Support Program) classes is desired, as attendance has been low.

The data reflects increased student achievement with the current instructional strategies we are utilizing in the classroom, along with the proper implementation in core subjects. Currently, instructional strategies include an emphasis on differentiated instruction, Graphic Organizers and Higher-order thinking skills. Action plans were developed and implemented through the 2013-2014 School Improvement Plan and will continue through the 2014-2015 SIP. Teachers’ PGP’s coincide with the SIP objectives. Research indicates that we need a continued focus on differentiation so student achievement can increase in all subject areas. A Needs assessment survey supported our focus on Differentiation. As a result of analyzing the survey, a PLC was developed and materials purchased to assist with implementation of differentiation within the school. Apollo Elementary PLC provides for strong grade-level teams, meeting regularly to share data progress monitoring, strategies, and ideas to help increase student achievement. Teachers share the responsibility of disaggregating the data, collaborating to identify strengths and weaknesses to positively impact student learning.


Teachers are provided a common planning time, meeting at least weekly with administrators and other supportive services. Additional time is given to teachers for peer observations, inputting data, professional development and team meetings. Teachers visit each other’s classrooms, helping one another to hone in on specific instructional strategies, or for sharpening their own lesson design. Productive feedback is given to teachers through informal meetings and observations. This was a big step for teachers to take, however, realizing the benefit, this practice permeated throughout the school, strengthening the school culture. During meetings, student progress indicators are discussed, along with visual explanations (charts, etc.). We look for areas of needed improvement, brainstorming ways in which to help one another. Teachers were surveyed for input for School Improvement Plan. They were asked, “What should the educational plan emphasize this year?” The teachers responded the need for differentiation in all content areas. In addition, realizing the changes in the Florida Standards, vocabulary instruction was included. Higher-Order Questioning will continue to be emphasized throughout instruction. Through intense professional development, teachers understand the scaffolding techniques in HOQ that foster the conditions for increased critical thinking needs to be utilized within small group instruction. They also understand that the critical thinking is embedded throughout the Florida State Standards. We need to insure that all teachers have opportunities to collaborate and are provided consistent professional development; this fosters supportive conditions for a more cohesive PLC. Thus, we believe that the continuation of Higher-Order Questioning within the differentiation will enable us to further close the achievement gap across in all subgroups. Increasing Level 4 and 5 students in all subjects will also be an area of focus. The Reading Leadership Team along with the Data Teams give input for quantitative and qualitative data to progress monitor students at all grade levels, K-6 grades.

Best Practice: (What does research tell us we should be doing as it relates to data analysis above?)Currently, Apollo teachers integrate HOQ into lesson delivery. As evidenced through administrative Classroom Walkthroughs, and by surveying teachers, progress is being made. However, differentiation in all content areas is not utilized with fidelity throughout the school. According to Carol Ann Tomlinson in her book Fulfilling the Promise of Differentiated Classroom, “it is an approach to teaching that advocates active planning for student differences in classrooms. The philosophy of differentiation proposes that what we bring to school as learners, matters in how we learn. Differentiated instruction is response instruction.” In 2013, the Reading FCAT 2.0 score was 71% and in 2014, the Reading FCAT 2.0 score of 64% with a 13% drop school wide in comprehension standards. In Math, Apollo scored 63% in 2013, and 62% in 2014, which in a 1% decrease in FCAT 2.0 scores. There was an overall decrease of learning gains in Reading for the 2014 FCAT 2.0 score. There needs to be more emphasis differentiation across all subject areas to meet the needs of ALL learners. Each year, Apollo Elementary continues to build a wide repertoire of professional development in order to enhance instruction. By implementing additional Differentiating strategies, teachers will be able to reinforce their teaching techniques and continue to strengthen their skills, enhancing classroom strategies that promote rigor and relevance throughout the curriculum. Intervention before remediation is key.

Best Practice:Questioning, thinking, and understanding are the three processes that interact in a dynamic fashion to advance student learning, performance, and achievement. (Walsh & Sattes, 2005) Staff Development for Educators, Inc.


states “Differentiated Instruction makes it possible to maximize learning for ALL students. It is a professional and responsive mindset where the teacher is proactively planning for the needs of diverse learners. Marzano (2007) stated that students in a highly engaging classrooms out-performed their peers by almost 30%.

This proactive mindset is the key to successfully implementing differentiated instruction. The teacher must make a conscience and deliberate effort to know each learner as an individual in order to create multiple pathways through which every student can experience success. “Differentiated instruction’s bottom line is to teach in whatever way students learn best.” (Wormeli, 2005) Training in differentiation techniques will be offered through PLC’s and teacher-led training. Differentiation will be implemented with fidelity, and reflected in teachers’ PGP’s aligning with this year’s School Improvement Plan. This year we are planning to provide teachers more in-service on Differentiation to keep the momentum going. We want to support teachers’ efforts to meet the needs of all students for their ultimate success. Administration will be consistent in monitoring fidelity of implementing differentiation. Our Art/P.E. programs compliment the school vision by aligning their classroom instruction and lesson plans with the new FSA standards to further assure that all classes are meeting state mandated requirements. Music’s guides have been in creation for several years and they’ve been very successful with creating a web site for their “Incomplete Curriculum.” Visual Art is in a whole different place….Our district Visual Arts curriculum guide (that aligns with the Visual Arts NGSSS) is in draft form at the moment and is a work in progress as more time is needed to update. District plans are in place to try and complete the curriculum guides and pacing guides in the summer of 2015, and until then…Art teachers are asked to align their instruction with the standards by course and use the draft curriculum as a guide. The District is surveying the implementation of the benchmark standards (from the course checklists) and plan to use the collected results for the pacing guides. Teachers are working with the lowest 25% of students to help ensure and support an increase in annual learning gains in math and reading. They are using small group instruction coupled with differentiated instruction to ensure fidelity. Everyone integrates HOQ into all lesson delivery The District provides the Arts/PE programs with the opportunity for professional development within our content area. The Arts/PE ultimate goal is to reinforce and hone our teaching techniques and practices to enable us to strengthen our skills, thereby enhancing classroom strategies that promote rigor and relevance in our programs across the curriculum. Apollo’s P.E. program is recognized by the state of Florida as a model program and received the Excellence in Physical Education Award. The P.E. coach has established and implemented outstanding activities supporting the health and fitness State a standards. This program includes character education training for all students.

CONTENT AREA:

Reading Math Writing Science Parental Involvement

Drop-out Prevention Programs

Language Arts

Social Studies

Arts/PE Other: Arts/PE


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

Professional Learning Communities will integrate Differentiation to engage the students through all core subjects to meet the intent and rigor of the Florida Standards.

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

Barrier Action Steps Person Responsible

Timetable Budget In-ProcessMeasure

1. Teachers incomplete experience with differentiation

Pre-Survey teachers for needs assessment

Provide teachers Professional Development on Differentiation/Engagement.

Provide staff development on screener to assist with appropriate differentiation.

FAIR PSI PASI Running

Records DIBELS Math Writing Science Wide

Reading

Develop PLC Book Club (Notice & Note Strategies for Close Reading by Kylene Beers and Robert Probst) to enhance lesson planning to

Administration

AdministrationLiteracy Coach

AdministrationLiteracy CoachPoint of Contact Teachers

Administration and Literacy Coach

August 2014

August 2014, October 2014, Monthly through May 2015

August 2014 – November 2014 (monthly) Individually as needed.

January 2015 – once a month through May 2015

N/A

Title 1

Title 1

Title 1/PTO

AgendaSign-In SheetHandoutsDifferentiation BooksLesson PlansClassroom Walkthroughs

Purchase Order Forms and ReceiptsIn-Service DocumentationWalk-throughs

Differentiation Strategie


include differentiation

s implemented

Book Club Strategy Sharing during CIM

02. Teacher and student inexperience with academic vocabulary of the new Florida Standards

Create Common Academic Language Through Word Walls for teacher and student use

Give Vocabulary Handouts to teachers/Florida Standards presented onMorning Announcements

Send Vocabulary lists home to parents

Teachers

Administrations and News Crew

Tech. and Media SpecialistTeachers

September 2014, quarterly through May 2015

September 2014, monthly for parents and daily for students through May 2015

August 2014, Monthly through May 2015

N/A AgendaSchedule MinutesSign-In SheetCollaboration & Mutual Accountability Teams

Copies of lists

Hand-outsSign-in sheetsLesson PlansClassroom WalkthroughsPrincipal “Look-fors”

Student Engage-mentRelevant instruction to standardsAppropriate vocabularyDifferentiation Strategies implemented

3. Insufficient knowledge of the new Florida Standards

Provide professional development and hands-on experience with desegregating the new standards

Florida Standards Rollout Cadre and Administration

August 14, 2014September10, 2014October 17, 2014(Once a month at CIM through May 2015 )

Lesson Plans Sign-In SheetsPlus/DeltaReflectionsTeacher Survey of knowledge and continuing PD needed

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) Final Version 7.20.14

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Systematical use of checklists, anecdotal records, formative assessments, observation instruments, rubrics and test results will indicate successful implementation of professional practices throughout the school. Along with new Differentiation skills, teachers will continue implementation of Differentiation across the academic curriculum. Lesson plans will be monitored and will reflect Differentiation aligned with Language Arts and Math Florida Standards (K-6th Gr.). Professional development will be provided by District and staff. Teachers will complete a self-assessment checklist for quality planning for differentiation. Model classrooms will be established for peer mentoring observations for Differentiation. Teachers will reflect in their 2014-2015 PGP’s, Differentiation Strategies that reflect research and best practices. In May 2015, 70% of teachers will have implemented scientifically-researched based instructional practices for differentiation as observed by classroom administrative walk-throughs and peer-observation along with given feedback. A survey of teachers will be taken to assess further need for professional development.

Qualitative and Quantitative Student Achievement Expectations: (Measures student achievement)Students will set goals for individual achievement for all academic curriculums through the use of student notebooks and journals. District scores will show learning gains, A3 Vision/Performance Matters, Edline, interims, and progress reports will document student achievement for all academic curriculums (Florida Standards, K-6). Through the increased use of Differentiation strategies, there will be an increase in student achievement. Teachers will utilize “exit slips” and surveys to monitor student and parent views of the implementation of differentiation strategies. To meet reading and math needs of our students, Apollo will employ 21st Century technology. Apollo is utilizing two computer labs for keyboarding, reading and math skills through Success Maker. Classroom computer are being used for reading support through Lexia. Other technology being implemented, include clickers, smart boards, and iPads (through training in the iPad Academy). Training is offered on-site through district and Apollo’s Technology Specialist. A student survey will be given to establish further technological needsApollo’s goal will be to improve the school’s Percentile Ranks in Reading and Math to at or above the 65th percentile rank. For Science, Apollo’s goal is to improve to the 80th percentile rank.

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.a) 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 and maximize desired student outcomes. Include the methodology for coordinating and supplementing federal, state and local funds, services and programs.

Administration assigns a team which includes Guidance, School Psychologist, Staffing Specialist, Final Version 7.20.14

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Reading Coach, Classroom Teachers, and Title I Teachers to align all available resources in order to meet the needs of all students and maximize desired student outcomes.

b) Describe your school’s data-based problem-solving processes for the implementation and monitoring of your MTSS and SIP structures to address effectiveness of core instruction, teacher support systems, and small group and individual student needs.

The process begins with the Teacher/Title 1 Data Team which meets during weekly team meetings presenting data to administration and Reading Coach to discuss the needs of struggling (academic or behavioral) students. Classroom teachers gather information and develop interventions to meet those needs based on the data. If the student is not making progress, a meeting is requested with the IPST.

c) Provide the person(s) responsible, frequency of meetings, and any problem-solving activities used to determine how to apply resources for the highest impact.

The school Guidance Counselors, Lynn Santana and Barbara Johnson, are responsible for setting IPST meetings and monitoring compliance with required documentation. This process may take multiple meetings within a grading period. The team reviews and evaluates the data and interventions to determine further individual interventions on a small group level. Interventions are monitored and data is continuously documented. A meeting is scheduled including parents to determine the next plan of action which may include a formal evaluation.

d) Describe the plan to support understanding of MTSS and build capacity in data-based problem solving for staff and parents.

Administration will schedule members of the District MTSS team, Michelle Long, to train teachers on the A3 Vision system and Performance Matters. Lynn Santana is the school designated MTSS Facilitator. Mrs. Santana attends monthly district MTSS Facilitator meetings and provides training and feedback to faculty and staff. Teachers communicate concerns, interventions, and progress throughout the MTSS process.

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). In the 2013-2014 Parent Survey, over 89% of parents indicated they are “satisfied” with classroom instruction of all core subjects at Apollo Elementary. The 2013-2014 Parent Survey also indicates 90% of parents attending meetings and academic events the school, thought the meetings or events were useful. 94.9% of our parents are satisfied with the safety of Apollo. During the 2013-2014 school year, over 25,000 volunteer hours were logged for Apollo Elementary. The parent dedication is a great contributing factor for the school’s overall success. Apollo is planning to implement “Florida Standards Corner” (a section in our school newspaper) and Parent Nights to help explain Florida Standards to parents. In addition several Title I Family “get-togethers” will help build relationships- This will ensure the understanding and assistance from our families.

STUDENT SURVEY RESULTS (Required):284 students responded to the District Student Survey. 78% of students responding believe school work will help them in later life. 86% of students responded that they had learned about internet safety at school. 85% of students say they feel safe at school. Of the students responding, 67% of students say they have patience, understanding, and appreciation for others’ differences. A concerning answer was that only 69% of students responding say they want to achieve success. Apollo is striving to motivate our students with help from our


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

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

business partners and other stakeholders to provide incentives and role models for students. We are also implementing Marzano’s Seven Steps to Engagement to move students toward more success.

Early Warning Systems (SB 850)ATTENDANCE: (Include current and expected attendance rates, excessive absences and tardies)(a)The 2012-2013 attendance rate was at 97% and at 94.85% for 2013-2014. We anticipate attendance for the 2014-2015 school year to remain at or above 95%. Teachers will call parents when students are absent or tardy 3 days or more. A parent meeting will be scheduled with the guidance counselor to discuss the chronic absences and/or tardies. Through a school-wide initiative, an attendance committee will continuously monitor student absences and provide strategies and incentives to improve attendance.

BEHAVIOR REFERRALS: (d and e)There were 782 incidents in the 2013/2014 school year, mostly in Kindergarten. This is a decrease of 88 referrals from the previous year. These are including bus referrals. Of the 782 incidents, only 140 resulted in suspensions. 51 were Out of School Suspensions and 90 were suspensions from bus incidents. 127 were male students. 13 were female. Administration meets with bus drivers throughout the school year to look for ways to promote good behavior on the bus. Anti-Bullying workshops, along with Character Education are also scheduled to help eradicate the inappropriate behavior.

RETAINEES AND LOW PROFICIENCY STUDENTS: (b and c)

Students who are identified as the lowest 25% are receiving remedial support on a daily basis, and including ASP offered twice a week. The number of students varies depending on data from support teams and teachers. As students find success from the extra assistance, they are able to move in and out of support, as needed. It is the school’s belief that providing this support will have an additional benefit of lower behavioral incidents.

CTE/STEM:All students in grades 3 - 6 are required to participate in school and district science fair. Grades K – 2 participate in the science fair through class projects. Robotics is a voluntary after-school activity for grades 3-6. Odyssey of the Mind is also voluntary for students in grades 3 – 6. Future Problem Solvers is provided for students in grades 3 through 6 and is voluntary. 6th grade will attend the Kennedy Space Center trip and participate in hands on activities. Other events are: STEM Nights; Science Fair, *Geo-caching, *Hands-On Science (observe and infer), Starry Night", and Environmental Night. (dates to be announced)


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(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. Provide professional development to encourage positive school relationships/Engagement.

District ResourceTeachers and

Administration

May 2015

2. Provide induction and mentoring programs for new teachers.

Teachers andAdministration

May 2015

3. Develop strong professional relationships through collaboration and decision making to continue a team-oriented culture.

Teachers andAdministration

May 2015

Non-Highly Qualified Instructors Provide the number of instructional staff and paraprofessionals that are teaching out-of-Final Version 7.20.14

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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 effectiveTonya Cavendish - ESOLMayra Delgado – ESOLTina Garrett – ESOLJohn Galpin – ESOLJonathan Hilliard – ESOLSharon Jaszczak – ESOLMichelle Marr - ESOLMartha Murphy – ESOLCynthia Shaheen - ESOLAngie Tabin - ESOL

The above listed teachers (10 teachers) are teaching out of field.

Training is ongoing for the 10 teachers working toward completion of an ESOL and Gifted Endorsement at this time. Notification in writing to parents of these students for this information has been provided.

ALIGNMENT OF SCHOOL IMPROVEMENT PLANAND

TITLE I SCHOOLWIDE PLAN

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

(Section 1114 – Components of a School wide 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

_x_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

_x_Analysis of Current


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Practice

_x_Strategies

_x_MTSS

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

Practice

_x_Best Practice

_x_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 _x_Strategies

_x_MTSS

_x_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

_x_Strategies

_x_MTSS

_x_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

_x_Strategies

_x_MTSS

_x_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

_x_Highly Qualified

Teachers

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


16

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

_x_Best Practice _x_Strategies

_x_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

_x_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

_x_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

_x_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 _x_ Analysis of Current

Practice

_x_Strategies

_x_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

_x_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

_x_ Analysis of Current

Practice

_x_Best 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 Childhood, and Head Start.


_x_MTSS

Apollo Elementary _ Pamella O’Kell _______September 8, 2014___

School Name Principal’s Signature Date


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