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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 create a nurturing, life-long learning environment that focuses on high standards and the academic success of all students.

Vision Statement:

The Cape View community works together in an innovative, positive, learning environment to provide our students with educational experiences that will lead to deep conceptual knowledge and ensure mastery of the rigorous standards needed for 21st century success.

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

The School Improvement Plan is communicated to all stakeholders in a variety of ways. The School Improvement Plan goals are shared during preplanning week with the faculty and staff to inform teachers of the school’s mission, vision, and goals for the purpose of planning for the school year and PGP development.

Members of the Cape View staff collaborate at preplanning to review various content areas. The committees are charged with reviewing the data for their subject area, developing goals and strategies for improvement, and

Final Version 8.12.14

Cape View Elementary North

Jill Keane Dr. Laura Rhinehart

Joann Friel

identifying areas of professional development necessary for staff training. The committees then share this information with all stakeholders such as other school staff, parents, community members and business partners. Teacher leaders, specialized in their content area, serve as committee chairs, in order to support other members.

The School Improvement Plan is uploaded to the Cape View website and Google Docs so that it can be shared with all staff members to reference throughout the school year. The SIP is also communicated to the community during Title I Information Nights, during School Advisory Council meetings, and through the school newsletter. A hard copy is available to parents in the front office.

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?)

Considerations/Examples: What are the areas of success? Where are concerns? What trends do you see? What kind of data are you looking at within your school? What data do you use for teacher practice? How are teachers planning? Are plans Standards Driven? Are Essential Questions meaningful? What do CWT tell you about instruction? How will you monitor the depth of implementation?

Reading % of students scoring level 3 or higher

Math % of students scoring level 3 or higher in

math

5th Grade Science% of students scoring level 3 or

higherGrade Level

2012 2013 2014 Grade Level

2012 2013 2014 2012 2013 2014

3rd 49 67 67 3rd 43 50 464th 67 58 76 4th 40 50 645th 60 58 64 5th 57 35 53 55 40 506th 67 70 64 6th 66 64 67

HistoricalDataTimeline

Lev 3-5 Reading

Lev 3-5Math

MeetingWritingHigh St.

Lev 3-5Science

LearningGains Reading

LearningGainsMath

L25%LGReading

L25%LGMath

TotalPoints

SchoolGrade

2011-12 62 51 79 55 72 76 70 81 546 A2012-13 64 51 35 40 66 67 75 65 463(495) B/C2013-14 69 61 44 50 81 70 80 58 513 B

The school improvement committee analyzes data to see what trends have occurred. Cape View looks at the best practice and instructional strategies that have had an impact on specific content areas over time. Our data shows that in


Reading, the percentage of Cape View’s students scoring 3 higher on FCAT 2.0 has steadily increased. The 2011-12 results showed 62% of our students met proficiency. The 2012-13 results showed 64% of our students met those standards. In 2013-14, students scoring at level 3 or higher increased 5 percentage points to 69%. Over a three year period our students’ scoring at proficiency have increased 7% in the area of reading.

In math, the percentage of Cape View’s students scoring 3 or higher on the FCAT 2.0 has increased. In 2011-12 and 2012-13, we seemed to flat line with 51% of our students scoring level 3 or higher. In 2013-14, 61% of students scored level 3 or higher. Over three years, Cape View has increased 10 percentage points in math.

55% of Cape View’s fifth grade students scored at level 3 and above in science for 2011-2012. Then we saw a significant decline of 15 percentage points with 40% of our students scoring at level 3 or higher in 2012-13 FCAT Science 2.0. In 2013-2014 the students showed an increase of 10 percentage points with 50% of our fifth grade students scoring at level 3 or higher.

In 2011-12, 72% of Cape View’s students made learning gains in reading. The following year, the percentage of Cape View students making learning gains in reading had dropped 6 percentage points to 66% making learning gains. In 2013-14, Cape View had an increase in the number of students making learning gains. 81% of students made a learning gain in reading. This is a significant increase from the prior year of 15 percentage points.

The percentage of the lowest 25% making learning gains in reading showed an upward trend, increasing 15 percentage points over three years. Students scored 70% in 2011-12, 75% in 2012-13 and 80% in 2013-14. In math, the lowest 25% students making learning gains showed a downward trend, with a decrease of 23 percentage points over the past three years. Students that scored at level 3-5 was 81% in 2011-12, 65% in 2012-13, and 58% in 2013-14. Math proficiency will be an area of focus for this year.

Cape View’s students scoring at level 4 and 5 increased 3 percentage point to 38% on the 2013- 2014 FCAT 2.0 Reading. The prior year only 35% of our level 4 and 5’s scored at proficiency. In 2011-2012 37% of the students scored level 4 and 5 which is a 1% increase over three years. Students scoring at level 4 and 5 on the 2013-2014 FCAT 2.0 Mathematics decreased five percentage points from 21% compared to 26% on the 2012-2013 FCAT 2.0 test. In 2011-2012 23% of our students scored at level 4 and 5. This is another area of concern.

Cape View’s attendance continues to be a barrier. The attendance rate for 2013-2014 was 94%, which was below the districts 95% expectation. When instructional time is missed, a negative impact on student achievement is evident. As evidenced in the EWS data, attendance directly correlates with student achievement scores.

The instructional focus has been changed to reflect higher-level questioning in order for students to gain a deeper understanding of the content through writing. We continue to address the rigor required to meet the standard, through the use of research-based instructional strategies, such as written responses, explaining rationale, and the implementation of Max Thompson’s and Marzano’s High Effect strategies.

Analysis of Current Practice: (How do we currently conduct business?) Move any Action Steps that have become standard practice to this section.Cape View utilizes Professional Learning Communities to encourage collaboration, common planning, common formative assessments, and equitable accountability to enhance student achievement. Each PLC is responsible for implementing intervention strategies and monitoring the progress of selected students (lowest 25%) and intervention measures taken for these students. Teachers also take into consideration preparation for planning of the standards with the end in mind. Students must be more prepared to understand and explain concepts. The quality of questions has been


very important to increase the rigor that is expected through the transition into writing. Along with the students understanding of the standards, so must our parents be informed and educated about the rigor and expectations for the students.

Cape View conducts the Academic Support Program (ASP) in 3rd – 6th grade. Based on data, our focus will be on 3rd and 6th grade reading and 5th and 6th grade math. The ASP will start the first week of the second semester. This will be implemented by a certified Elementary K-6 teacher, utilizing both push-in and pull-out resource models. The teacher will work with classroom teachers on content that will be implemented during instructional time.

ASP science will be implemented after school hours on Tuesday’s starting in the second semester. Our Science Resource teacher and title I teacher will utilize a hands-on approach to teaching FCAT 2.0 standards to our students based on need. After analyzing the data we will target students that scored below proficiency. Again this year fifth grade students will be encouraged to participate in the hands-on Harris Science Saturdays offered second semester.

Cape View teachers were trained in B.E.S.T., Max Thompson’s High Yield Learning strategies, and Thinking Maps. These strategies are utilized in the classroom daily. Visual aids, graphic organizers and Cornell notes helped students understand difficult concepts. This seems to have had a positive impact on learning gains in reading. All teachers use essential questions to focus teaching/learning and to increase the rigor through summarizing.

All teachers implement “Math Talks” as part of their daily math lessons. These have become common practice as a way to engage students in higher level thinking and to encourage students to explain their thinking. This also gives the teacher the opportunity to hear from different students and help students with misconceptions and their mathematical process.

The utilization of the above strategies such as B.E.S.T., Max Thompson’s High Yield Strategies, and graphic organizers have been a conscious effort to increase the rigor and deepen the students’ conceptual understanding what they need to know. Also by increasing the rigor students are better equipped to explain and write about their reasoning.

Best Practice: (What does research tell us we should be doing as it relates to data analysis above?)What does the research say about your findings? Evidenced based? What practices can you put into place to work on what the data says is impeding student achievement?

Based on what you are seeing; what teachers are doing well; what you need to change and improve…RESEARCH SAYS YOU SHOULD…

Strategy I: Utilize Max Thompson’s High Yield Strategies with an emphasis on “Analyzing Relationships” to include mathematical vocabulary (key words) and writing to explain mathematical reasoning. Max Thompson’s Learning Focused strategy of “Analyzing Relationships” focuses on higher order thinking through the use of graphic organizers to separate information into parts that can be analyzed by individual parts and looking at how they are connected.

Strategy II: Incorporate “hands-on” science labs for all students and emphasize Interactive Notebooking in Science Journals to support weekly science labs. Kellie Marcarelli is the author of Teaching Science Notebooking. She encourages the use of interactive science activities and parallel notebooking strategies to help students understand what they learn. Graphic organizers and visual representations are key in this process.

Strategy III: Implement two of Marzano’s 13 Essential Strategies for Achieving Rigor in daily lessons emphasizing “helping students elaborate on content” and “helping students record and represent knowledge” in math, writing and science interactive notebooks. These two Marzano strategies will be utilized across content areas. Research (Learning Science International) notes that these strategies allow students to create their own representations of the content and processes with which they are interacting. Rigorous standards highlight the need to expand the types of representations elicited from students.


Strategy IV: Continue implementation of “Math Talks” during daily instructional delivery, first 10-15 of math at the start of the lesson. According to Classroom Discussions teachers need to allow students to talk and have discourse about their thinking and problem solving, give them time and opportunities to observe, and more chances to participate in mathematical thinking.

Strategy V: Continue implementation of B.E.S.T. strategies emphasizing vocabulary development using graphic organizers. As stated by Marzano in Classroom Strategies that Work, “Students must be able to analyze information and organize it in a way that enhances their understanding”. B.E.S.T. strategies provide students with a variety of learning opportunities to increase understanding and increase student achievement.

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?)

Teachers will utilize a variety of high yield strategies with fidelity in order to increase the rigor and conceptual understanding of all students. These strategies will be utilized across all content areas with interactive notebooks for vocabulary and writing.

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

Barrier Action Steps

Person Responsible

Timetable Budget In-ProcessMeasure

1. Teachers lack of understanding of how to teach math vocabulary to solve word problems, using interactive notebooks and strategies from Daily 5 / Principals in Action.

1. Provide professional development for teachers in math. Math contacts will model lessons and strategies from The Daily 5 (K-2) and Principals in Action (3-6). Teachers will be able to collaborate during PD regarding

Math contacts, teacher leaders and administration.

October 17th PD and February 16th PD for follow up.

$53 (Books) Lesson plans and feedback for teachers. Implementation of PGP work plan strategies and stretch goal. Rubric from “Principals In Action p. 32” (NCTM) to be used during CWT.


mathematical discourse about the current use of interactive notebooks.

2. Teacher are unfamiliar with Marzano’s 13 Essential Strategies for Achieving Rigor.

Provide professional development opportunities for teachers regarding two of the thirteen Marzano’s Essential Strategies (helping students elaborate on content and helping students record and represent knowledge) through interactive notebooks.

Administration and expert teachers in the area of math

Early Release PD in October 29th and January 14th.

$0 Teacher exit slips and evidence/ feedback. Teacher reflection notes on how strategies were used. Administrative and peer observations.

3. Teacher’s inexperience with Max Thompson’s Analyzing Relationships strategy

1. Provide teachers with flip chart from Learning Focused Solutions. 2. Offer peer teacher observation opportunities –focusing on the use of Analyzing Relationships strategy.

Classroom teachers and administration

August 11, 2014 (pre-planning) and observations throughout the year.

$528 (Materials)$800 (Substitutes)

Student samples of Analyzing Relationships. Teacher feedback from peer observations.


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)

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

Qualitative: As indicated through a baseline survey:

Prior to the beginning of the 2014-2015 school year, 57% of our teachers indicated they have utilized interactive student notebooks in their classrooms.

Prior to the beginning of the 2014-2015 school year, 53% of our teachers indicated they have utilized Marzano’s Essential Strategies for Achieving Rigor.

Prior to the beginning of the 2014-2015 school year, 57 % of our teachers indicated they have utilized Max Thompson’s Strategy of Analyzing Relationships.

As indicated through an end of the year survey, 85% of our teachers will have utilized and implemented the above strategies.

Quantitative: Administration and peer coaches will use the NCTM Principle’s In Actions Rubric p. 32, during classroom walk-

throughs. 100% of the teachers will score between 10-15 points, as indicated by the rubric.

Our outcome measure is for 100% of the teachers to utilize Max Thompson’s Strategies of Analyzing Relationships and two of Marzano’s Essential Strategies for Achieving Rigor (helping students elaborate on content and helping students record and represent knowledge). Students’ samples of interactive notebooks will be utilized as documentation. These will be provided quarterly to administration for review and feedback to determine 100% compliance. (Kindergarten starting second semester).


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 2014-15? What tool will be used to measure progress throughout the year?

2013-2014 Points Percentile rank 2014-2015 Points Percentile RankReading % Proficiency

69 73 75

Math % Proficiency

61 56 60

Science % Proficiency (FCAT)

50 43 47

Reading LPQ (Gain Points)

80 83 83

Math LPQ (Gain Points)

58 34 37

Reading (Gain Points)

81 94 94

Math (Gain Points)

70 61 65

As indicated by the 2014-15 FSA assessment, our goal is to increase: Reading overall Percentile ranking from 73 (2014) to 75 (2015) Math overall Percentile ranking from 56 (2014) to 60 (2015) Reading LPQ Percentile ranking from 80 (2014) to 83 (2015) Math LPQ Percentile ranking from 34 (2014) to 37 (2015)

As indicated by the 2014-15 FCAT, our goal is to increase: Science Percentile ranking from 43 (2014) to 47 (2015)

Qualitative: 70% of students will provide positive feedback on their experience in utilizing interactive notebooks.


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.

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.

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

d) Describe the systems in place that the leadership team uses to monitor the fidelity of the school’s MTSS.e) Describe the plan to support understanding of MTSS and build capacity in data-based problem solving for staff and parents.

(See Accountability and Testing website/SIPTOOLS/MTSS for a checklist that may help you with this section.)

Cape View’s MTSS model uses data to answer questions about the effectiveness of all Tiers of instruction, this process allows school leadership to identify and align all available resources. Before the leadership team looks at an individual student for problem solving (IPST), the school leadership team uses school-wide, grade level and classroom data to determine the effectiveness of Tier I instruction monthly as new data is collected; and teacher data teams use individual, classroom and grade level data monthly to determine the effectiveness of Tier I instruction, with a specific focus on data trends indicating student need and the need for differentiated instruction and progress monitoring.The principal, assistant principal, school psychologist, staffing specialist, guidance counselor, literacy coach and classroom teachers are those responsible for the MTSS cyclical process. IPST meetings are held every Friday and include input from team members on how to best address the student’s instructional needs and apply intervention resources which have the highest impact. Teachers work with the literacy coach and content area contacts to obtain strategies and curricula to best meet the needs of the student.The leadership team uses Grade Level Data from meetings and administration conducts classroom walk-throughs during all Tiers of instruction to monitor fidelity. Also, school administration, guidance counselor and literacy coach work closely with teachers to ensure fidelity of the MTSS process.The school leadership team provides MTSS support to staff via professional development to include modeling of instruction. To support parent understanding of the MTSS process, school leadership provides parent nights which include how the MTSS cyclical process works and how data is used to determine a student’s instructional need.Percentage of students receiving intervention services for the 2014-2015 SY: Kindergarten, 17% (11); first grade, 13% (6); second grade .06% (3); third grade .04% (2); fourth grade, 11% (4); fifth grade, 27% (13); and sixth grade, 14% (5). Changes made this year will include a 5th/6th Walk-to-Intervention model and grade level reading blocks will be staggered so administration and literacy coach can support more teachers throughout the instructional day.


PARENT AND FAMILY INVOLVEMENT: (Parent Survey Data must be referenced) Title I Schools may use the Parent Involvement Plan to meet the requirements of Sections 1114(b)(1)(F) and 1115(c)(1)(G), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b). Consider the level of family and community involvement at your school (this may include, but is not limited to, number of parent engagement opportunities offered in the school year; average number of parents in attendance at parent engagement opportunities; percent of parents who participated in parent engagement opportunities; percent of students in lowest performing quartile or subgroups not meeting AMOs whose parent(s) participated in one or more parent engagement opportunities).

In the school year 2013-2014, Cape View averaged 98 participants at our Title I events. Our goal was to have an average of 75 participants and we exceeded that number. Cape View will continue to offer several curriculum evenings and meetings throughout the school year. We will offer snacks and drawings based on “Star Bucks” (which can be earned for attending events) to encourage parents and students to attend. Cape View’s goal for the 2014-2015 school year is to keep the same average of participants that attend Cape View Title I Nights as evidenced through sign-in sheets. We will also add more events to tie into our writing and STEM curriculum plans.

According to the Parent Survey, 97% of parents who responded attended an information meeting or event. Of those parents that attended an event or information meeting, 97% felt the information was useful. This percentage shows that the information that parents are needing about their child’s educational direction should be continued at Cape View.

We will continue with our current course in Title I because it continues to show we are reaching more and more parents each year and the information we are getting them is helping them understand. We will continue to incorporate and rely on our Positive Behavior Support system (P.B.S) as we hand out “Star Bucks” during events. These “Star Bucks” can then be used for rewards. We feel this has provided an additional incentive to attend after school events.

Our complete plan can be found in our Parent Involvement Plan.

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 2.2.2, 2.2.3, 2.2.4, 2.2.5

Elementary Student Survey: 21st Century Skills – Refer results pages 3 – 4 Online Safety – Refer results pages 4 - 6 School Safety – Refer results pages 6 - 7

Secondary Student Survey: 21st Century Skills – Refer results pages 4 - 6 Online Safety – Refer results pages 6 - 7 School Safety – Refer results pages 7 – 8

Looking at data in the Student Survey, Cape View has been on the right track with our implementation of 21st Century Technology skills. Cape View’s students felt they had practical use of technology in their classrooms as 89% of students answered sometimes or often to this question. Of the students surveyed, 83% felt like what they learned in school would help them later in life. Technology in our activity classes has also continued to increase, as 69% on average felt they used technology to create project in these classes (Science, Art, Media, and Music) from sometimes or often.

We are using iPads and laptop/desktop computers to utilize software programs that benefit our students’ achieve. We are continuing to bring in new and relevant technology to be utilized by all students. We have upgraded our computer lab, purchased a new iPad cart, and purchasing a 3D printer for Art and Science. The focus of STEM (Science, Technology,


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

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

Engineering and Math) has led to a great push for students to understand and utilize technology in the classroom.

Cape View’s students (87%) felt like they were taught on online safety in school. Our student population still shows that they might not fully understand what it means to be safe online. We found 21% of our students have received hurtful texts or emails and 21% friended people online that they didn’t know. We will continue with our current efforts of teaching online safety in our Media Center and in classroom lessons, but we are also adding online safety videos to our morning announcements. This will ensure we are continually updating students on “online etiquette.”

Cape View found that 64% of students were comfortable with who they were and with the decisions they make. They also want to achieve success (75%). Our students feel safe at school (77%) and only 18 students felt unsafe to attend school because of bullying. Cape View feels these numbers show that our Positive Behavior Support (P.B.S) is working. Our P.B.S. program has educated our students by rewarding positive behavior in the classroom and community. This has led to a safer school and more engaged students. We are creating life-long learners.


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

indicatorsGrade Level K 1 2 3 4 5 6 Total

Attendance <90

24 29 9 17 15 10 104

1 or more ISS or OSS

1 0 2 1 4

Level 1 in Reading or Math

6 11 9 26

Course Failure in ELA or Math

Students exhibiting 2 or more indicators

2 3 5 10

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).

1) The school guidance counselor and School Resource Officer work together to monitor attendance issues that arise from students that are truant. We will use last years’ EWS attendance data to begin our progress monitoring for this year. The guidance counselor and SRO talk to students and parents about the importance of being at school and being on time. Our SRO even goes to the students’ home to do a well check if the student has missed consecutive days of school.

2) Classroom teachers will place students in the appropriate Response to Intervention Group (Tier 1, 2, or 3) and provide students in Tier 3 with strategies and accommodations in the areas of weakness.


3) PBS is our Positive Behavior Support System that we use to try to encourage students to be On Time and at school every day. Our business partners provide incentives for students that make positive growth in their attendance between first semester and second semester. We also have a check in and check out mentoring system where students have an adult role model to touch base with for positive feedback on their attendance at school.

4) The students designated as “AT RISK” for truancy problems and academic gaps from missed instruction, will participate in the Academic Support Program. The ASP teachers will provide students’ with appropriate strategies to close the achievement gap from missed instruction.

5) Mail warning letters to parents regarding excessive attendance and tardies (office clerk)

6) Guidance counselor calls parent after five absences and schedules an IPST meeting.

CTE/STEM:1. All Levels

a) # of STEM-related experiences provided for students (e.g. robotics competitions; field trips; science fairs)b) Participation in STEM-related experiences provided for students

Cape View’s students have been exposed to a wide-variety of CTE/STEM related activities on campus. Cape View holds and annual Science Fair Competition in which all students participate in either classroom projects or individual projects (3-6). Cape View’s intermediate grades participate in Harris Science Saturday’s which focus on STEM related activities tied to the FCAT 2.0 Standards. Our fifth grade students have partnered with employees at Lockheed Martin to have one STEM related science lab a month. Students in 3rd grade through 6th grade go to a weekly science activity focused on STEM labs.

Cape View’s classroom teachers also routinely schedule STEM speakers (robotics team from FIT) to come into their classrooms to work with students. Cape View also holds a STEM night through the Orlando Science Center in which all students are encouraged to come and participate. Field trips are scheduled (Brevard Zoo, EMBARK, Kennedy Space Center, Lagoon Quest, etc.) in order to give students a wide-range of experiences in the STEM fields.

The number of participants per STEM event or project changed depending on the focus. Our partnership with Lockheed Martin only included our fifth grade students (50 students) and our STEM science lab only focused on 4th-6th grade students (150 students). While these were just two areas, we tried to highlight other areas for our primary grade to engage in STEM activities inside and outside of the classroom. Our Orlando Science Center STEM Night had 139 participants from across all grade levels. Our Science Fair requires all students participate in the process. Field trips and guest speaker/groups are targeted to grade levels.

College and Career Readiness


This section is required for secondary schools, per Sections 1003.413(2)(g),(h), and (j) and 1008.37(4), F.S. COLLEGE AND CAREER READINESS ( TO BE COMPLETED BY SECONDARY SCHOOLS) This section meets the requirements of Sections 1114(b)(1)(B)(iii)(I)(aa)-(cc), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b). 1. Describe the strategies the school uses to support college and career awareness. 2. Describe how the school integrates vocational and technical education programs. 3. Describe strategies for improving student readiness for the public postsecondary level based on annual analysis of the High School Feedback Report, which is maintained by the Department of Education, pursuant to Rule 6A-10.038, F.A.C. Incorporated by reference in Rule 6A-1.099811, F.A.C. (August 2013)

(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. Partner with UCF to host Junior and Senior Interns.

Assistant Principal Fall and Spring

2. Encourage and provide quality professional development opportunities.

Administration Ongoing

3. Encourage and support teachers in obtaining and pursuing additional endorsements, areas of certification, and advanced degrees.

Administration Ongoing

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

_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

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

_X_Strategies

_X_MTSS

_X_Early Warning

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

6. Incorporate instruction by highly All instructors working in a Title I school are


qualified teachers _X_Highly Qualified

Teachers

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.

7. 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.

8. 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.

9. 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.

10. 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.

11. 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.

12. 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)).

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

_X_ Analysis of Current

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


Practice

_X_Best Practice

_X_MTSS

violence prevention, nutrition programs, Early Childhood, and Head Start.

_________________ _________________________ __________

School Name Principal’s Signature Date


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