Brevard Public SchoolsSchool Improvement Plan

2015 – 2016

Name of School: Area:

Principal: Area Superintendent:

SAC Chairperson:

Superintendent: Dr. Desmond Blackburn

Mission Statement:

Bayside High School fosters within our students the academic passion, purpose, and perseverance (The Grit!) to be successful in the college and/or career of their choosing.

Vision Statement: Bayside High School uses collaboration, reflection, and instructional technology as essential tools, preparing all students to excel in the workforce or post-secondary education. Moreover, faculty and staff stress the importance of integrity through modeling and reinforcing high character standards. (In revision process 2015-2016 School Year)

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

The development and review of the SIP involves the faculty and SAC committee. The faculty forms the foundation of the SIP through data review, research and discussion. For example, this year’s focus originated with the AdvancED process and identifying our weak point, added with a continuation of last year’s focus and our Insight Survey results. The SIP is reviewed by the faculty and the SAC in draft form, before the final product. The SIP is used to drive individual teacher professional growth plans. The SIP is communicated by:

School Advisory Council Faculty Meetings BHS Website Blackboard Connect BHS Newsletter

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Bayside High School South

Christine Moore Dr. Mark Mullins

Kelly Bombriant

Brevard Public SchoolsSchool Improvement Plan

2015-2016

Part 1: Planning for Student Achievement

RATIONALE – Continuous Improvement Cycle Process

Data Analysis from multiple data sources:

Describe action steps that have become non-negotiable, things that you will continue doing.

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During the 2014-2015 school year, the state of Florida Department of Education changed the computer base testing eliminating FCAT 2.0 and implementing the new FSA ELA. Additionally the platform for the FSA Algebra-1, Geometry, and adding Algebra II EOC’s was changed to include two 90 minute sessions. Due to the changes in the testing platforms, no comparable data exists for grades 9 and 10.

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In lieu of baseline data from FSA assessments, Bayside High School reviewed their existing data picture as a means to address strengths of in areas of need. Positive trends were noted, including a decline in the percentage of failing grades as demonstrated by proficiency in 279 more courses in the previous year and 139 courses passed by greater than 1 grade. The percent of daily attendance rose from 94.51% to 95.52%, meeting the district goal of 95% or better. Improvements were made in the proficiency levels on the Algebra 1 EOC by 5% and on the U.S. History EOC by 12%. However, Biology EOC proficiency levels dropped 12%. The decision was made to add in a regular Biology/Chemistry/Physics sequence (in addition to the honors) when it became apparent both through conversation with stakeholders and data, that while students wanted the traditional sequence some were not prepared, in the long run, to pass Biology/Chemistry/Physics honors. Offering the additional track provided our students the opportunity to master the course standards, but did increase our 9th grade Biology EOC tested population by over 200 students. It is important to note, even with the additional 9th grade testers 2014-2015 scores were still 3% higher than 2012-2013 scores testing only Biology honors and Integrated III science students. Once again, reviewing the document “The Toolbox Revisited” put out by the Department of Education which addresses the research of the positive impact high school course offerings has on college completion, we are not satisfied with our current data. The gap between majority and minority, as well as the gap in boys to girls in meeting the indicators for college completion is an area of concern.

Analysis of Current Practices: Bayside High School has made great strides in instituting four collaborative planning days each school year to assist teachers in creating common curriculum maps, horizontal teaming, and common assessments to create a guaranteed curriculum using District curriculum guides, and CPALMS. Additionally, Horizontal Team meetings were held monthly where teachers continued to collaborate on what they wanted students to learn, how they knew if students were learning it, what they would do if students did not learn, and what they would do if students did learn. At these meetings, they reflect on the curriculum pacing, areas of strength and areas of need. However, it was noted in our SIP teacher feedback session that we are missing vertical alignment with the middle schools and our local community college.

Three practices make up a true professional community – offering a guaranteed curriculum, using common assessments formatively, and forming Instructional Data Teams (IDT). Although Bayside has made great strides in this area, and is even a PLC model school, the need to be more deliberate in implementing Instructional Data Teams has become evident. In reviewing our AdvancED self-assessment, our lowest area was 3.5 (teachers participate in collaborative learning communities to improve instruction and student learning) with a rating of a “1”. It is important to note in the teacher feedback, it was the lack of Instructional Data Teams that took us from a “3 or 4” to a “1” – all the other pieces were in place. This idea was backed by the low 43% agreement rate on the Insight Survey with the statement “after each interim assessment, I collaborate with others at my school to make action plans based on student performance”. Using the Learning by Doing, Professional Learning Communities at Work Continuum: Focusing on Results Part I & II, Bayside is “initiating” for Indicator I (Collaborative teams work interdependently to achieve one or more SMART goals), and Indicator 2 (Collaborative teams regard ongoing analysis of evidence of student learning as a critical element in teacher and learning). Implementing IDTs also supports the area we were not able to master yet – implementing specific instructional strategies across all content areas. One of the steps of the Instructional Data Team process is to select a specific instructional strategy, define it, design a rubric for implementing it and measure both its implementation and impact.

Best Practice:

Two books were referenced throughout our improvement process: John Hattie’s Visible Learning (2009) and Brian McNulty and Laura Besser’s Leaders Make it Happen (2011).

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Through our study of John Hattie’s Visible Learning (2009), we have come to understand the importance of formative evaluation (p.181 – effect size d=.9). This is further supported by McNulty’s Leaders Make it Happen (2011) that references the importance of “us[ing] ongoing data to access both student progress and the progress of [the instructional data team’s] implementation,” (40) and Doug Reeves (2002) “ . . . when used effectively, a data-driven decision-making process acts as a continuous process that requires data gathering, analysis, and correction to decision making on a regular basis.”

Through our IDT process, we will look at both quality instructional practices as well as student achievement results which is again supported by Hattie, as well as McNulty and Besser: “We close the achievement gap by closing the implementation gap.” - Leaders Make it Happen (McNulty 2011)“There is clear consensus in the research regarding the need for districts to focus on both student achievement and the quality of instructional practices…(Togneri & Anderson, 2003; Simmons, 2006; Supovitz, 2006; Leithwood & Jantzi, 2008; MacIver & Farley-Ripple, 2008; Marzano & Waters, 2009; Fullen, 2010) - Leaders Make it Happen (McNulty 2011)

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

In order to foster academic success and close the achievement gap*, Bayside High School will continue to focus on Professional Learning Communities (guaranteed curriculum 2014-15 + common formative assessments 2014-15 + instructional data teams 2015-16) and our collective commitments to common values.

*achievement gap = moving students from below grade level to proficient, as well as from proficient to college ready.

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

ResponsibleTimetable Budget In-Process

Measure1. Improving the individual student intervention process and finding time to meet individual student academic needs to close the gap.

1. Academic planners

2. Add Intervention Specialist

See attached Bayside High School’s Mentor Manual

Lynnette Thorstensen

9/1/15 – 5/30/16

$4946.00 Tracking student contact through use of planners

Failure rates quarterly by demographic

2. Need for professional development on role and implementation data teams.

See attached Leadership and Learning PD plan for IDTs

Brad Merrill 9/1/15 – 5/25/2016

0.00 Documentation of professional development.

Instructional data team notes/reflection.

Individual student growth on quarterly standards-basedAssessments.

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1. Identifying possible causes and solutions to closing the achievement gap.

1. Collect and analyze data

2. Identify issues

3. Research and identify possible solutions

Cindy Moore 9/1/15-5/25/2016

0.00 Team meeting minutes. Data collection and evidence of research. Identification of possible solutions.

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

Qualitative and Quantitative Professional Practice Outcomes: Measures the level of implementation of professional practices throughout your school.

Where do you want your teachers to be? What tools will you use to measure the implementation of your strategies? What tool will be used to measure progress throughout the year? Use real percentages and numbers.

Collective Commitments: Collective commitments to students were developed (14-15). Collective commitments to teachers will be developed (15-16).

PLCs: Guaranteed curriculum evidenced through common curriculum maps/standards, and common formative

assessments (4 times a year in all tested areas, and common finals given in all areas). Instructional data teams in EOC/FSA courses to meet quarterly, monitor mastery of power standards, and submit

minutes to administration. Using the Learning by Doing by Dufour (2010) rubrics for The Professional Learning Commuities at Work

Continuum: Focusing on the Results Part I and II, BHS will honestly assess the current reality of our schools’ implementation both at the beginning, mid-year and year-end to see movement from initiating and implementing to developing and sustaining.

Common assessments and performance tasks in all core content areas.Closing the Gap:

Any student earning a D or F in any class will be offered individual teacher assistance through Power Hour and one-on-one academic intervention. Meetings will be scheduled through the intervention specialist, and by-weekly mentor meetings will be documented in student academic planners.

Any student failing 3 or more classes will be scheduled for a team meeting including all teachers, parents and guidance where an AI plan will be created and monitored.

Closing the Gap College Readiness Plan by the end of the 2015-2016 school year.

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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 year?BHS strives to have all students achieve academic success, defined as earning C’s or higher for each semester of the 2015-2016 school year. Monitoring of student failure rates (quantitative) and academic intervention sheets (qualitative) will be used to measure progress through the use of Academic Planners and the addition of an Academic Intervention Specialist. Bayside High School posted fewer than 3% failing grades in the 2014-2015 school year and will strive to maintain or decrease that level. A major concern after analyzing our data is the number of failing grades in our bottom quartile and ESE students. Our goal is to decrease failures in these two groups from 13% (ESE) and 15% (bottom quartile) to 10% in each.

Through focusing on guaranteed curriculum and individual student support, we will continue to improve in all areas using new baseline scores from the 2014-2015 testing. Using the data collected from the IDT process (comparing quality and quantity of instructional strategies with on-going formative assessment) with our standardized summative assessments, we will review to determine if we see a correlation between the two to build upon.

Part 2: Support Systems for Student Achievement

(Federal, State, and District Mandates)For the following areas, please write a brief narrative that includes the data from the year 2014-2015 and a description of changes you intend to incorporate to improve the data for the year 2015-2016.

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

The BHS MTSS team is comprised of guidance counselors, reading coach, math interventionist, an academy director, a member of school leadership, social worker, and behavior specialist. The team meets bi-monthly focusing on academic, behavior and attendance concerns. Students in need of intervention are identified through Early Warning System indicators, teacher referral, guidance counselor referral, parent recommendation, attendance clerk, and newly implemented individual academic intervention plans. The team problem solves through data assessment, behavioral assessment, and attendance data. The Leadership team has at least one member present at all MTSS meetings. A binder is kept with all MTSS agendas, information/data brought to meetings, and decisions made for individual student support. Information concerning MTSS is provided to parents via phone contact and letters sent home. Staff members are consulted to provide information and data on individual students.

Bayside has continued to implement the three layers of support from last year: Power Hour, IA assistance in core content areas for our ESE students, and a math intervention teacher. An intervention specialist and a school-based social worker are two layers of support new to Bayside this year.

During Power Hour students are encouraged to make-up work, attend tutoring, work on small group projects, attend supplemental/accelerated class sessions, as well as get more involved with extra-curricular activities. Students will be given PH passes from their teachers inviting them if they are not using their time wisely. This is followed up by a student AI meeting with a member of the BHS intervention team to develop and follow up on an AI Plan and a call home to

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engage parents as a member of the team.

Three instructional assistants, who are content area experts, work in conjunction with the learning strategies teacher to meet our ESE students’ needs in their content are classrooms as well as when they come to the learning strategies class.

Two math intervention teachers have been allocated to work with Algebra I and geometry students who are struggling. They will monitor any student who is not demonstrating mastery of an algebraic or geometry standard and either push in or pull out for small group assistance depending on student needs. The math interventionists will also have the IA math content area expert to pull when necessary.

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).

80.68 % of survey respondents indicated that they had attended informational meetings or academic events at BHS and of those 88.41% said that the information provided was useful.

78.87% relayed that Monday evening meetings would be most convenient for their schedules, and their greatest preference for workshops are in the realm of college entrance exams and college preparation/information.

These areas of strength will be sustained through the continuation of Bayside University, a series of informational meetings held by our Intervention Specialist, Lynnette Thorstensen.

Two areas of concern are that 13.16% of parents who responded claimed to not have time to participate, and 39.53% say most meetings/events are at inconvenient times. We hope by doing more academic intervention and reaching out to parents through the phone as a member of the AI team, parents will feel more involved in their child’s education. We start most of our events after 6:00p.m. to reach our working parents. It continues to be a challenge to meet the varying time needs of our parents.

STUDENT SURVEY RESULTS (Required):

Address Elements of Student Survey Results found in the District Strategic Plan and describe how you will improve student perceptions of these indicators.

Strategic Plan Indicators: Promotes 21st Century Skills 1.4.2, 1.4.3, 1.4.4, 1.4.5 Safe Learning Environment 2.2.3, 2.2.4, 2.2.5

The data for the Strategic Plan Indicators can be located on the following survey pages. Secondary Student Survey:

21st Century Skills – According to the Student Survey, the 21st Century skills of teamwork and communication are strengths. However, the survey indicates that our two areas of need are skills in real-world issues and organizational skills.

Online Safety – 82.90% of the students who responded indicated that they learned about online safety here at BHS.

School Safety – 78.69% of the students who responded indicated that they feel safe at BHS

As a means to improve student perceptions of the above indicators, BHS will:1. Focus more on real-world connections/issues demonstrated through lesson plans

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(readings/discussions).2. Focus on organizational skills through the use of our new Bayside High School Academic

Planners.3. Continue online safety lessons through ELA/Career Research/Ethics classes.4. Provide greater staff visibility, especially before/after school, during class changes and during

Power hour.

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EARLY WARNING SYSTEMS (SB 850) Please complete 1 – 3o List any additional early warning system indicators and describe the school’s early warning system.

SECONDARY

Attendance below 90 percent, regardless of whether absence is excused or a result of out-of-school suspension

One or more suspensions, whether in school or out of school Course failure in English Language Arts or mathematics Level 1 score on the statewide, standardized assessments in English Language Arts or

mathematics Other

Add any additional EWS indicators here.

Description of early warning system. The Early Warning System is monitored through the MTSS process. MTSS meets weekly (every other week focusing on academic/social concerns or attendance concerns) and EWS data is pulled by MTSS chair and presented to team based upon concern. The MTSS team reviews and determines what action, if any, to take to address concern.

This section captures a snapshot of the total number of students exhibiting a respective indicator or set of indicators during the 2014-15 school year. These data should be used as part of the needs assessment to identify potential problem areas and inform the school’s planning and problem solving for 2015-16.:

The number of students by grade level that exhibit each early warning indicator listed above.

Fill in BLANKS with data from 2014-15 School Year - Number of StudentsGrade Level K 1 2 3 4 5 6 7 8 9 10 11 12 Total

Attendance <90 ND 188 342 136 6661 or more ISS or OSS

142 190 131 80 543

Level 1 in ELA or MathCourse Failure in ELA or Math

56 125 100 59 341

Students exhibiting 2 or more indicators

381 361 339 277 1358

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).

Attendance procedures tracking absences at the 3, 5, and 10 day plus in 30 day periods including the attendance clerk, guidance counselors, deans, MTSS committee and MTSS parent/student intervention meetings, communication with the DMV for excessive absences (15 in 90 day period)

New discipline ladder including suspension pending parent conferences at 2nd offense Power Hour – 30 minute periods provided in conjunction with lunch where teachers accommodate individual

student learning needs (tutoring/additional instruction, make-up work, extended time for assignments) Academic Intervention Plans – Ds and Fs are tracked, Academic Planners with Power Hour tracking, the addition

of an Intervention Specialist, student/intervention team member conferences to devise academic intervention

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plan

STUDENT TRANSITION AND READINESS

1. PreK-12 TRANSITION This section used to meet requirements of 20 U.S.C 6314(b)(1)(g).

Describe the strategies the school employs to support incoming and outgoing cohorts of students in transition from one school level to another. Incoming: Outgoing: 9th Grade Orientation Night Junior Journey NightAcademy Night Senior Scholarship NightMentor Meetings Mentor MeetingsBayside University Meetings 2 Semester Senior Meetings 2 one-on-one Guidance Meetings

2. COLLEGE AND CAREER READINESS This section is required for schools with 9, 10, 11 or 12. This section meets the requirements of Sections 20 U.S.C. § 6314(b).

Describe the strategies the school uses to support college and career awareness, which may include establishing partnerships with business, industry or community organizations.

1. The strategies the school uses to support college and career awareness are: College visits/informational presentations at BHS Career/vocational school presentations at BHS US Armed Forces school presentations Bayside University (parent informational meetings) Advanced Placement Course Offerings (17) Dual Enrollment/Collegiate High School Opportunities

2. The school integrates vocational and technical education programs by: 8 vocational/technical education programs offering 9 industry certifications BETA Academy

The newly-adopted Florida State Standards’ added rigor, provision of a guaranteed curriculum and implementation of Power Hour (individual student support) are strategies for improving student readiness for the public post-secondary level, increasing the 70.4% rate of BHS graduates who earned a GPA above a 2.0 at a public post-secondary institution in 2013 (as indicated in the High School Feedback Report, 9/2015). Additionally, when reviewing the data picture, including three indicators that contribute to college readiness, there are evident gaps between male/female and majority/minority categories. A team is being formed to address closing the achievement gap through data analysis research, issue identification, and problem solving. Closing the gap will become the focus of our 2016-2017 SIP.

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

Bayside High School offered 15 different industry certification tests, during the 2015-2016 school year. Last year’s CTE data shows 82% of Bayside’s 507 CTE participants who took industry certification tests earned a passing rate.

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Our goal is to surpass last year’s pass rate in accordance with the District goals. In additional to the CTE programs, Bayside offers numerous AP Math and Science courses, which contribute to students earning an AP diploma. The 2014-2015 scores for Bayside showed 62.9% earning a 3 or higher on STEM-related AP exams. Our aim is to improve this to at least a 65%. Other STEM opportunities include TSA, Robotics, Rocket Cub, Science Fair, CyBears Club, HOSA, Math Team, VICA, SECME, and High School High-Tech.

(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 Date1.

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

Bayside High School offers a rich array of academic sequences including Applied Engineering Technology 1, 2, 3 and Forensic Science.

Describe strategies for improving student readiness for the public postsecondary level based on annual analysis of the High School Feedback Report ( http://data.fldoe.org/readiness/). As required by section 1008.37(4), FL Statutes.

Increase percentage of graduates who completed a college prep curriculum from 60.9% to 63% Increase percentage of graduates who completed at least 1 AP or dual enrollment course 50.5% to 53% Increase percentage of graduates who completed at least 1 level 3 high school math course 56% to 59%

However, the research we use 2014-2015 from “A Toolbox Revisited” indicates the following: The percentage of graduates who completed more than 1 Advanced Placement course was 20% The percentage of students who took the highest level of math above Algebra 2 was 48% The percentage of students who took 6 or more college credits prior to graduation was 26%

Upon review of the 2015-2016 data picture, the faculty was not satisfied with the current data which research states, according to the “The Toolbox Revisited (2006),” is indicative of successful post-secondary completion. As a means to address faculty concerns, a list of data “need to knows” was generated. Further, a team is being formed to amass and analyze relevant data and identify barriers in closing the achievement gap. Once barriers have been identified, the team will research viable solutions and develop a college readiness plan by the end of the 2015-2016 school year.

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 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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