brevard county public schools school improvement plan...

Brevard County Public Schools

School Improvement Plan

2013-2014

Name of School: Area:

Principal: Area Superintendent:

SAC Chairperson:

Superintendent: Dr. Brian Binggeli

Mission Statement:

Provide a positive school environment where students may develop their individual skills and talents and prepare for their future endeavors in high school and beyond. Our school culture will foster

security, responsibility, respect, and achievement for all.

Vision Statement:

Provide a quality education in a friendly and supportive environment.

DeLaura Middle School Central

Claudia L. Shirley

Jane Cline

Marc Rocque

Brevard County Public Schools

School Improvement Plan

2013-2014

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?)

FCAT Data: In 2013, we earned 631 points towards our school grade, 76% of students in grades 7 and 8

earned high achievements in Reading which was a 1% decrease from 2012, whereas, students in grades 7

and 8 earning high achievements in Math saw a 4% decrease. Students making gains in Reading stayed at

65% with students making gains in Math declined 8% (70% to 62%). FCAT Science and Writing

assessments experienced realignment with the scoring system; Writing achievement levels increased

from 3.0 to 3.5 and more rigorous Science cut scores were implemented. Sixty-eight percent of 8th

grade students achieved the 3.5 level and 90% achieved the 3.0 level. The FCAT Writing achievement

level standard for 2014 will move to 4.0. Only 45.7% of 8th graders scored 4 or higher on the 2013

writing assessment; this indicates a need to improve instructional methods and focus this school year to

meet this rising expectation. Seventy-two percent of 8th graders achieved a level 3 or above on the

FCAT Science which was a 5% decrease from 2012.

The bottom 25% data was reviewed, analyzing student performance relating to FCAT Reading and FCAT

Mathematics improvement. We moved into the 70%tile with our lowest 25% Reading students, gaining

11% (59% in 2012 to 70% in 2013). In Math, the lowest 25% student performance dropped to 46%; this

was a 14% decline from 2012. This continued decline in Math, for both high performing and the lowest

25% students, indicates a need to support students academically and focus on instructional methods.

In 2013, The DOE used more rigorous standards in assessing a school’s grade contributing in-part to

DeLaura’s grade dropping from an A to a B. The “Bottom 25% Learning Gains in Mathematics” fell below

the 50% minimum. The number of students not making gains declined by four points and resulted in only

46% of the bottom 25% making gains (2013) in Mathematics. Unlike most other middle schools,

DeLaura’s bottom 25% includes students scoring Level 3 in Mathematics. Therefore, these students

were enrolled in Algebra. Although the results were calculated in, the number of students tested at

DeLaura was much smaller.

We have synthesized as much data as possible within Table One: 4-Year Comparison School Grade

Indicators. The school comparison table for school grades provides brevity of capturing data over

multiple years enhancing data analysis and maintaining the integrity of the data. In Table One, 10

indicators are identified and used by The DOE in computing the school’s overall grade.

Table 1: 4-Year Comparison School Grade Indicators DeLaura

Year Grade Points

H %

Read

H %

Math

H %

write

H %

Science

% LG

Read

% LG

Math

%25

LGR

%25

LGM

Free

/Red

Minority

2013 B 629 76 78 68 72 65 62 70 46 21 24

2012 A 677 77 82 87 77 65 70 59 60 20 21

2011 A 633 91 91 90 80 63 74 72 72 18 21

2010 A 661 90 93 92 82 68 80 71 85 15 16

An analysis of Algebra and Geometry End Of Course (EOC) data indicated very positive results. Ninety-two percent of the 259 students completing Algebra scored at or above L3 and 100% (40) of the students scored at L3 and above (9 at L3, 14 at L4 and 17 at L5) as noted in Table 2. In 2013, a vigorous screening process was used to identify students who possessed the mathematics maturity for higher mathematics concepts and algebraic expressions. One hundred percent of the 7th grade students taking Algebra scored at L3 and above. In 2014, this process will continue with more attention on the initial screening process and discussing the traits used by mathematics teachers to continue to be consistent and use objective data from state and district assessments, teacher tests, and observation for recommendations into Algebra.

Table 2: 2013 EOC Algebra and Geometry Data

EOC Algebra 2013 Total Students = 259

Achievement Level (AL) 1 2 3 4 5

Algebra % of students Less

than 1% 7% 49% 19% 25%

Algebra 7thand 8th student numbers (259) 2 18 126 49 64

Geometry % of students 0 0 22% 35% 43%

Geometry student numbers (40) 0 0 9 14 17

FAIR Data: DeLaura Middle School students demonstrated gains in Reading Comprehension as measured

by FAIR. Seventh graders began the year with an average Reading Comprehension score average of

54.97%tile and ended the year with 60.47%tile. This was an increase of 5.5%tiles. Eight graders began

the year with an average Reading Comprehension score average of 54.89%tile and ended the year with

60.91%tile. This was an increase of 6.02%tiles. Combined, DeLaura’s students increased their beginning

of the year Reading Comprehension score average of 57.1%tile to 60.68%tile at the end of the year.

This was a combined increase of 3.58%tiles. Results from the September 2013 AP1 impulse, showed 7th

grade students at the 64th %tile rank and 8th grade students at the 65th%tile for a school Reading

Comprehension average score of 64.5%tile.

Renaissance Learning Accelerated Reader Data: DeLaura utilizes the Renaissance Learning’s Accelerated

Reader program to enhance independent reading opportunities for students. In 2012-2013, 376 seventh

grade students tested on 4,656 independent reading books with a 77% pass rate. This is a slight

decrease from the 2011-2012 78% pass rate. In 2012-2013, approximately 8% of the tests taken were

from nonfiction material. This is also a slight decrease from 2011-2012 when 10% of the tests taken

were from nonfiction titles. Likewise in 2012-2013, 335 eighth grade students tested on 3,020

independent reading books with an 83.3% pass rate. This is a 0.3% increase from the 2011-2012 score.

Of the 8th grade tests taken in 2012-2013, 21% were nonfiction titles. This is a significant increase

from the 2011-2012 as 14.7% of the tests taken were from nonfiction. The data indicates a strong need

to reinforce both independent as well as cross-curricular nonfiction reading. As we move toward

Common Core State Standards, students are required to read more complex text, indicating a need for

classroom teachers to reinforce complex text along with higher level vocabulary.

Analysis of Current Practice: (How do we currently conduct business?)

Move any Action Steps that have become standard practice to this section.

DeLaura Middle School is recognized as a National Model School of Professional Learning Communities at

Work and is referenced on Dufour’s website, www.allthingsplc.org. This practice has been firmly

embedded into DeLaura’s culture. As a PLC model school, our implementation process has strengthened

our faculty’s resolve to be the best. We will continue our implementation of the Districts’ systemic

instructional model BEST (Brevard Effective Strategies for Teaching) promoting three goals: student

engagement, student achievement and continuous teaching improvement. This model supports the

implementation of Marzano’s research on student achievement and Dr. Max Thompson’s action-oriented

research.

Our 2012-13 School Improvement Plan objective, All teachers at DeLaura Middle School will implement Thinking Maps within lessons as appropriate to increase literacy and student achievement across the curriculum , was supported by nine action strategies. Of the nine strategies, three were completed with

positive results, and six are sustaining; we consider these now to be a “best practice” and will maintain

the way we conduct PLT business fostering a collaborative culture. DeLaura is working to become a more

dedicated community of lifelong-learners. This can be attributed to providing additional professional

development opportunities expanding on B.E.S.T. strategies. Additionally, we will maintain our school

focus on book studies: Classroom Instruction that Works (2010-2011); The Art and Science of Teaching (2011-12); The Practice of Authentic PLCs, and Thinking Maps (2012-2013) to include resources in the

area of differentiated instruction, student engagement, complex text, and lesson planning. We will

continue our practice of discussing student work, developing common summative assessments,

administrative walk-throughs, and teacher leaders presenting best practices at faculty meetings

throughout the school year. Furthermore, DeLaura will continue with PLCs in Interdisciplinary grade

level, Department, Gifted and Collaborative Mutual Accountability Teams (focusing on bottom 25% of

their team’s students).

During the summer, our Data Team (PLT) analyzed the 2012-2013 FAIR, FCAT assessment results, as

well as selected common MESH (Math, English, Science, History, i.e., Civics and US History), DA Music

(Band, Chorus and Orchestra) summative assessments along with rising 7th grade data in Reading and

Math. Additionally, data and information pertaining to student achievement was reviewed. This analysis

was presented to the faculty during preplanning and distributed to the core academic areas for the

utilization and expansion of DeLaura’s current instructional practices. We sent a team of teachers and

administrators to the Common Core Summer Institute (CCSI), Peer Coaching Training (PCT) and

continued our HPLC team training with the district. Teams developed Action Plans to assist student

achievement, shifts in curriculum, support professional development, and foster collegiality to align with

the District Strategic Plan.

http://www.allthingsplc.org/

Data chats with students in the area of learning performance in Reading became a common practice in

the Language Arts classroom last year and will continue in the new school year. Students scoring Level 1

or 2 on the 2013 Reading FCAT, receive intensive instruction in additional reading classes. DeLaura uses

Journeys 1 and 2, a specific reading program supported by technology and researched based strategies.

Due to Reading success, Data chats for math will be introduced through the math teacher based on

FCAT assessments, DA and pre-assessment results. This year, through classroom enrollment allocations

for ESE and district support, students who scored a Level 1 or 2 on the 2013 Math FCAT will have the

opportunity to receive intensive instruction in additional math classes.

During pre-planning, teachers were led in a discussion and activity to identify Classroom Walk Through

“Look Fors and Ask Abouts” to promote transparency through a variety of methodology and pedagogy

practices which support a High Performing Learning Culture (HPLC) and will ultimately improve student

achievement. A “Look Fors and Ask Abouts” list was established and will be the focus for CWT

throughout the year. Through our established relationships within PLTs, we will continue to implement

technology to support CWT and the Individual Performance Appraisal System. Further enhancements are

accomplished through building-level trainings addressing the research design and implementation of

teachers’ PGPs.

The FCAT Writing achievement level standard for 2014 will move from 3.5 to 4.0. On FCAT Writes

2013, only 45.7% scored 4 or higher indicating a need to improve instructional methods and focus. Our

goal is to increase the number of 8th grade students achieving a 4 or higher to 50% or better on the

summative assessment by preparing for the new scoring requirements. Prior to this year, 3.5 was a

passing score as compared to 4 for the 2014 testing year. Seventh grade students will be administered

the formative assessment of “Mock Writes” throughout the school year to monitor progress in order to

meet the challenges of more argumentative writing. In anticipation of this change, our Language Arts

teachers have joined forces with the Social Studies department to prepare lessons targeted to meet

this need. Furthermore, Science, Math, Fine Arts, and Intensive Reading teachers are taking part in

this effort through the proven methods of common note-taking and summarizing techniques.

Professional development trainings and sessions will be scheduled to support this effort and will include

technology in some content areas. The September essay scores will be recorded in A3 data system,

presented at an upcoming faculty meeting and the school-wide average for both grades will provide a

data base-line for informed instruction and establishing student achievement writing goals.

Our Homeroom advisory program and curriculum continues to provide activities and information promoting Character Education, Anti-Bully, Depression, Suicide Prevention, Internet Safety, and Community Service Learning awareness/opportunities. Gifted students are assigned to a Gifted endorsed teacher or in-training Gifted teacher as their homeroom advisors. Additionally, Gifted homerooms use an expanded set of lessons that concentrate on topics such as careers, PSAT, college and creativity/critical thinking and service learning.

Enrichment programs, clubs, and academic acceleration opportunities for students have expanded over

the past three years. We now maintain two Lego Robotic Teams, a Math Club, Science Bowl Team, along

with the normal middle school club offerings. In addition, we received a $4,000.00 grant from the

Florida Endowment Foundation for Florida’s Graduates, Inc. to promote a Girls Get I.T. (STEM) and

SUPERB (Parent and student Anti-Bullying) Clubs. Academically, students experience rigor and relevance

with classes such as Science Research, Yearbook, Creative Writing, Mass Media, Art, Music, and TV

production and are challenged even more so with high school classes in Algebra I, Geometry, Spanish I

and II and Computing for College and Careers in the CTE arena.

Collaborative Mutual Accountability Teams will continue to monitor our struggling students (at-risk,

lowest 25%) utilizing state, district and school data, state assessments, FAIR, ESE, DA, Common and

Free and reduced reports to develop SMART goals supported by action strategies. Also, we will require

that each guidance counselor conduct periodic follow-ups to assist teams with progress monitoring to

ensure an overall performance improvement within the FRL group and our at-risk students.

We use the academic support program funding to implement the “NO ZERO ZONE” (NZZ) strategy and provide opportunities to remediate for FCAT achievement level one and two students. The NZZ strategy serviced 479 students with 360 or 75% completing missing assignment.

Best Practice: (What does research tell us we should be doing as it relates to data analysis above?)

DeLaura is a practicing Professional Learning Community (PLC) that works as evidenced with our

instructional program of designated PLT’s: MESH teams, Departments, Data, CMAT, Gifted, Common

Core, HPLC Team. These PLCs focused on student achievement, student engagement and continuous

teaching improvement. As a PLC, we consistently work together on implementing researched base

instruction across the curriculum, designating time and common planning to enhance collaboration,

construct common assessments in all content areas, review data, and generate SMART objectives and

goals. “The foundation for productive classroom assessment is teachers of the same content agreeing on the most important learning expectations for the course or semester.” Reeves (2004)

Carol Tomlinson’s work in differentiated instruction indicates that classroom instruction should target

individual student needs and strengths. This is accomplished through differentiation in content for

different groups of students, process in the lesson delivery and providing choices in the product they

complete for lesson assessment. Differentiation is a practical strategy that can be used with students

of all ability levels – teaching them at their level of readiness. Planning is a key component of

differentiated instruction; when done right, it is time-intensive and a stretch for the teacher but will

generate great rewards in the classroom.

Dr. Max Thompson states, “To raise the standards for students, you raise the standards for teachers.”

He further emphasizes the importance of teachers utilizing research-based high impact strategies that

help raise student learning and achievement significantly; (1) extended thinking strategies, (2)

summarizing, (3) vocabulary in context, (4) advance organizers, and (5) non-verbal representations. Dr.

Marzano’s research and studies support Dr. Thompson’s Learning-Focused balanced achievement program

for schools. A balanced approach to student achievement maintains guidance and supports researched –

based instruction, integrates literacy in all studies, provides assistance for all student achievement

levels and utilizes assessments throughout the learning process within the curriculum. Additionally, the

balanced approach advocates a culture of continuous improvement supported by leaders and teachers

willing to learn and facilitate programs with consistency and fidelity. (Thompson, 2011)

In our first year as a “Thinking Maps” school, we experienced positive growth among our lowest 25%

readers based on FCAT Reading, maintained learning gains in reading, and met with positive

implementation outcomes from teachers, students and parents. As a Thinking Maps school, we will

continue to provide training and utilize Thinking Maps in all content areas. Thinking Maps encourage

extended thinking skills as students work collaboratively to use higher order thinking strategies to build

connections and deepen understanding of new concepts and skills. Thinking Maps support interactive

learning, promote reflective thinking, and provide a common language for teachers and students across

all content areas. Teachers can use Thinking Maps to assess prior knowledge as well as determine what

was learned. Students are able to construct knowledge by forming informational patterns, transferring

thinking processes to content learning, and creating final products. Most importantly, Thinking Maps

promote metacognition (Thinking Maps: Tools for Learning, David Hyerlo, Ed.D, 1995).

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?)

DeLaura Middle School will continue its two-year plan to implement Thinking Maps within lessons

with a focus on higher order thinking skills and differentiated instruction to increase

comprehension of material in all content areas with an emphasis on literacy and math.

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

Barrier Action Steps Person

Responsible Timetable Budget In-Process

Measure 1. Identifying

needs

1. Implement

school CC

action plan

CC Team

members

On going 1,500.00 from

state for the

CCSI

See Appendix 1

2. Identifying

needs

2. Implement

HPLC action

plan

HPLC Team

members

On going See Appendix 2

3. Identifying

needs

3.Implement

Peer Coaching

Action Plan

Peer Coaching

Team members

On going See Appendix 3

4. Teaching

allocation

4. Hire a Math

ESE teacher to

support FCAT

L1 and L2 math

students.

Principal August 2013 6 day count,

Monitor interim

and nine weeks

grade reports,

FCAT Math LG’s

of Lowest 25%

5. Time and

presenters,

release time

for teachers

and funding

5. Provide PD in

content areas to

promote

Differentiated

Instruction,

student

engagement,

complex text

and Lesson

Plans/Design.

Professional

Development

Council, teacher

leaders, district

resource teachers

Pre-planning,

Early Release

and PD days

Mock writing

evaluation

200.00 SAC

1,000.00 ASP

1,000.00 School

Lesson Plans

SAC Faculty

survey

Student survey

Lowest 25%

Read and Math

Mock writing

evaluation, In-

service records

6. Time and

funding to

train new

teachers.

6.Provide

Thinking Map

training to new

staff members

PDC, Teacher

leaders and

resource teachers

PDD, and

Release time for

teachers

400.00 School Lesson plan

documenting TM

reviewed with

Administrator/

SharePoint

7. Scheduling

presentations

7. Share CC

Lesson plans

with Thinking

Map, DI, and

instructional

strategies for

Administration

Teachers

Faculty meetings

Team meetings

SharePoint

Lesson plans

review

colleagues

Presentations

Student survey

math and

literacy.

8. Time and

technology

preparations

Provide training

in 21 century

communication

skills and

knowledge to

enhance PLT

productivity.

PDC and teacher

leaders

August 2013-

May 2014

PLT meetings,

Lesson plans

reflecting

technology

enrichments

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)

Currently, we have 85% of the faculty trained in Thinking Maps. In the 2013-14 school year, 100% of

DeLaura teachers will continue to be trained in Thinking Maps and all teachers will develop and implement

Common Core lesson plans and or units of study that support higher order thinking skills (Thinking Maps,

Summary Writing, Complex Text, Problem Solving, Vocabulary) with emphasis on Differentiated

Instruction. Quantitative measures will be pre/post exit slips, lesson plans, and number of PGP’s with a

direct correlation to DeLaura’s School Improvement Plan. Qualitative data will include surveys, PLT

minutes, CWT, and colleague observation slips.

Qualitative and Quantitative Student Achievement Expectations: (Measures student

achievement)

In the 2013-14 school year, 100% of DeLaura students across the curriculum will be exposed to Common Core lessons and or units of study that emphasize literacy and math skills through Thinking Maps, common note-taking, summary writing utilizing non-fiction text, close reading of complex text, problem solving and higher order vocabulary which will increase assessment scores. In 2012-13, quantitative measures will be an increase of: the average FAIR Reading Comprehension percentage from 64.5% to 66.5%, the average 8th grade Mock Writes scores from 2013 September 2.7 to 2013 December 3.2 , the average 7th grade CC writing from 1.1 to 2.0, FCAT Reading gains for the lowest 25% group will maintain 70% and FCAT Math gains for the lowest 25% group will increase from 46% to 50%. In addition, students will be surveyed in the fall and spring to show an increase in confidence when comprehending content material due to exposure to lessons focused on CC and higher order thinking skills; 70% being DeLaura’s goal.

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).

A school administrator, reading teacher, intensive math teacher, literacy coach, school counselor, and

IPST member participate as members of our schools MTSS Leadership Team. A focus of the team will

be to communicate and facilitate a problem/decision‐making system to ensure assistance for struggling

students. The team will plan, implement, and monitor progress to improve student achievement through

data collection. In the summer months, team members reviewed common assessment and FCAT results to

identify trends and focus areas. During pre-planning, the team members presented to the faculty the

school intervention plan. By incrementally improving our strengths and reducing our weaknesses, we

improve our core instruction. The team is actively involved in the developing of intervention strategies as

well as analyzing student assessment data. In addition, they analyzed data from our common summative

assessments to determine the focus for the school year. Team members provide monthly data analysis to

the faculty and staff and monitor student progress. The team is a key conduit for communications within

the school for at risk students. Assessment and Information Management system(AIMS), FCAT,

summative assessments, FCAT/EOC practice simulations, formative assessments, Florida Assessment for

Instruction in Reading (FAIR), Diagnostic Assessment for Reading, Math and Science (DAR), and grade

reporting will be used to track and monitor student learning. In 2013, the school's MTSS resource

teacher will regularly present to the faculty current data and best practice strategies to promote

student achievement. Regular cross talks and updates on our response to intervention with the school’s

Data team and Literacy Team will continue. New personnel will be trained on the software specifics of

the MTSS by their team leaders, counselors, and the technology specialist. PARENT 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).

DeLaura Middle School was tied for the highest percent of parent responses in a middle school. DeLaura

Middle School had 319 (40.5%) parent/guardian responses to the 2013 online parent survey. This is a

decrease of 5.5% from last year. As was the previous two years, parents responded that email (94.6%)

and Edline (65.9%) were the best tools for communication. DeLaura saw a 8.1 % decrease in response for

using Edline for communication. We have committed to maintaining 100% of students registered with an

active Edline account and maintaining at least a 95% and higher parent activation Edline account.

When addressing school personnel, 84.1% of parents maintained that the front office did an excellent

job welcoming parents to the school. As for staff members addressing the needs and concerns of

parents, more than 60% believed guidance counselors, office staff, and nurse, did an excellent job. Fifty

percent to 57% of parents that responded noted the principal, assistant principal, dean, and teachers did

an excellent job. Cafeteria staff was rated the lowest at 44.6% excellence.

Eighty-one percent of parents responded that they have attended informational meetings or academic

events. This is down one percent from last year. Of those parent responses, 92.5% felt that the

information they received was useful. This is an increase from last year of 5.5%. As in the past two

years, parents not attending informational or academic events noted their lack of participation was due

to inconvenient meeting times, or that the topics were not relevant to their child (43.5% for both).

Seventy-three percent of parents checked that Wednesday evenings were best to attend school events.

Overall, parents have shown a positive response to quality and quantity of information they receive.

Progress reports, grade reports, assessment information, and technology received ‘good to excellent’

remarks. Similarly, parents have been pleased with school meals, transportation, and cleanliness. More

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

than 75% rated these areas “good to excellent”. Over 99% of parents indicated they have internet

access. As for specific school subjects, at least 72% of parents rated all core subjects ‘good to

excellent’. Overall, parents rated DeLaura Middle School with 89.1% “excellent to good’ satisfaction.

DeLaura Middle School has achieved the Gold School/Five Star Award for the past 13 years with

recorded volunteer hours for the past three school years of 5,454 hours, 5,775.5 hours, and 5,508

hours respectively. Parental involvement is encouraged throughout the year through the school’s

website, EDLINE, Kibbles and Bits (school e-mail), electronic newsletter, and our active DeLaura Parent

Organization (DPO). Parents also serve on the School Advisory Council to assist in decision-making for

school improvement initiatives and/or volunteer to assist with athletics, clubs, activities and special

events. In addition, we have parents from SAC and DPO attending the district’s scheduled Parent

Leadership Team meetings. During the registration process, the DPO recruits new parent members and

provides information on upcoming meetings and school events. The DPO coordinates and assists with

parent volunteers for school events (Literacy and Math programs), awards programs, and community

events. In addition to monthly board and general meetings, DPO Board members meet monthly with

administration to discuss campus activities and related school business. Many opportunities within the

school year exist to inform parents of expectations, and student study skills/academic progress.

Early Warning Systems (Formerly Attendance, Suspension, and Graduation Rate)

1. Middle School Indicators

The following data shall be considered by middle schools.

a) Students who miss 10 percent or more of available instructional time. 19

b) Students who fail a mathematics course. 1

c) Students who fail an English Language Arts course. 4

d) Students who fail two or more courses in any subject. 2

e) Students who receive two or more behavior referrals 37

f) Students who receive one or more behavior referrals that lead to 47 suspension, as defined in s.1003.01(5), F.S.

CTE/STEM: The following data may be considered by middle and high schools.

a) Students enrolling in one or more CTE courses. 714

b) Students who have completed one or more CTE courses who enroll 0

in one or more accelerated courses 0

c) Completion rate (%) for CTE students enrolled in accelerated courses 0

d) Students taking CTE industry certification exams 0

e) Passing rate (%) for students who take CTE industry certification exams 0

f) CTE program concentrators N/A

g) CTE teachers holding appropriate industry certifications 0

STUDENT SURVEY RESULTS (Required):

We had 74% of our students complete the Brevard Public Schools Student Survey (580/787). Of those

students, 99.66% of them had computer access at home. The survey had students reflect on

themselves and the importance of their actions. The majority of students (78.45%) were confident with

(TITLE 1 SCHOOLS ONLY)

Highly Effective Teachers

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

Descriptions of Strategy Person Responsible Projected Completion

Date

1.

2.

3. Non-Highly Effective 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

who they were and their decisions. Eighty-three percent of students chose ‘having tolerance for others’

as most important for acceptance. To promote anti-bullying campus wide we will implement the SUPERB

(Parent and student Anti-Bullying Club) program utilizing the Stand Up and Speak Out Club.

When it comes to higher education, 82.24% of students responded that they would like to attend college

after high school. Eight percent of students still had not decided yet. Students were consistent on how

they believe they could achieve their fullest potential. The majority of our students selected

‘sometimes’ to all three options for reaching their potential. Those three options consisted of

collaboration, demonstrations, and participation. All but 20 students agreed that school work will help

them later in life. Students also responded to questions about technology use. Almost 40% of students

surveyed that they had received a hurtful text or email. Twenty-eight percent of students responded

that problems online had caused problems at school. Of all the students that responded, 81% of

students felt safe at school.

SCHOOL IMPROVEMENT PLAN DATA ANALYSIS FCAT: SUBGROUPS- BASED ON % MEETING HIGH STANDARDS % 3 + NOTE: DATA ON DEMO REPORT AND INDV FILE

FCAT: SUBGROUPS- BASED ON % MEETING HIGH STANDARDS % 3 + NOTE: DATA ON DEMO REPORT AND INDV FILE

READING 2011 2012 2013 MATH 2011 2012 2013

TOTAL POPULATION

82 74 76 TOTAL POPULATION

80 79 78

WHITE 83 78 67 WHITE 83 82 81 BLACK * 27 42 BLACK 7 40 48 HISPANIC 73 75 73 HISPANIC 68 81 76 ED * * * ED * * * ELL * * * ELL * * * EWD 47 77 68 EWD 47 38 66 FCAT: SCHOOL GRADE CRITERIA ( DATA ON SCHOOL GR. REPORT) FCAT: SCHOOL GRADE CRITERIA (DATA ON SCHOOL GR. REPORT)

READING 2011 2012 2013 MATH 2011 2012 2013

LEVEL 1 8 9 12 LEVEL 1 16 13 35 LEVELS 3 and Above

82 76 75 LEVELS 3 and Above

80 79 57

LEVELS 4 & 5

51 47 44 LEVELS 4 & 5

48 46 24

LEARNING GAINS (LG)

63 66 65 LEARNING GAINS

70 70 62

LOWEST 25% (LG)

72 59 70 LOWEST 25% (LG)

72 62 46

WRITING (3.5 +)

90 87 68 WRITING (3.5 +)

NA NA NA

SCIENCE (% 3 +)

80 77 72 SCIENCE (% 3 +)

NA NA NA

End of Course Testing (EOC) ALGEBRA 2011 2012 2013 BIOLOGY 2011 2012 2013 LEVEL 3 NA 49 48 LEVEL 3 NA NA NA LEVELS 4 & 5

NA 19 43 LEVELS 4 & 5

NA NA NA

GEOMETRY 2011 2012 2013 US HISTORY 2011 2012 2013 LEVEL 3 NA NA 9 LEVEL 3 NA NA NA LEVELS 4 & 5

NA NA 31 LEVELS 4 & 5

NA NA NA

Florida Alternate Assessment (FAA) NOTE: DATA ON THE FAA REPORT

READING 2011 2012 2013 MATH 2011 2012 2013 LEVELS 1, 2,3

NA NA NA LEVELS 1, 2,3

NA NA NA

LEVELS 4,5,6

NA NA NA LEVELS 4,5,6

NA NA NA

LEVELS 7,8,9


NA NA NA

Proficient LVS 4-9

NA NA NA Proficient LVS 4-9

NA NA NA

WRITING 2011 2012 2013 SCIENCE 2011 2012 2013 LEVELS 1, 2,3

NA NA NA LEVELS 1, 2,3

NA NA NA

LEVELS 4,5,6


NA NA NA

LEVELS 7,8,9


NA NA NA

Proficient LVS 4-9

NA NA NA Proficient LVS 4-9

NA NA NA

COMPREHENSIVE ENGLISH LANGUAGE LEARNING ASSESSMENT (CELLA) LISTENING/SPEAKING

2011 2012 2013 READING 2011 2012 2013

KG KG 1 1

Reading Subgroup Percent

Tested Reading

R- % Scoring Satisfactory 2012

R-% Scoring Satisfactory 2013

HP Qualifying in Reading

Target AMO Reading

Met Target R

Safe Harbor, Reading

Improving, Reading

Maintaining or Declining, Reading

Declining, Reading

Percent Tested Math

ALL STDS 100 77 76 N N N N Y Y 100 AME INDIAN NA NA NA NA NA NA ASIAN 100 82 73 N N N N Y Y 100 B/AA 100 45 45 N N N N Y N 100 HISPANIC 100 76 73 N N N N Y Y 100 WHITE 100 78 78 N N N N Y N 100 ELL NA NA NA NA NA NA SWD 100 39 36 N N N N Y Y 100 FRL 100 63 66 N N N Y N N 100

Math Subgroup M-%

Scoring Satisfactory 2012

M % Scoring Satisfactory 2013

HP Qualifying in Math

Target AMO Math

Met Target Math

Safe Harbor, Math

Improving, Math

Maintaining or Declining, Math

Declining, Math

LG Pts for Low 25% Reading

LG Pts for Low 25% Math

ALL STDS 82 78 N 84 N N N Y Y 70 46 AME INDIAN NA NA NA NA NA ASIAN 82 80 N 84 N N N Y Y B/AA 45 52 N 55 Y Y NA NA NA HISPANIC 87 76 N 74 Y NA NA NA NA WHITE 84 81 N 87 N N N Y Y ELL NA NA NA NA NA SWD 38 41 N 52 N N Y N N FRL 66 64 N 67 N N N Y Y

Other Subgroup

Graduation Rate, 2010

Graduation Rate, 2011

Writing % Satisfactory

Target AMO Reading, 2014

Target AMO Math, 2014







ALL STDS 68 86 86 87 87 89 89 91 91

AME INDIAN ASIAN 85 85 87 87 88 88 90 90 B/AA 66 60 69 64 73 69 77 73 HISPANIC 78 77 80 79 83 82 85 85 WHITE 88 88 89 89 91 91 92 92 ELL SWD 60 57 65 61 69 66 74 71 FRL 78 70 80 73 83 77 85 80

School Grade

Year School Grade Number of Pts. Earned School Gr. Change to Current Yr. School Letter Grade

2011 633 A 2012 677 A 2013 631 B

Appendix 1 Common Core Action Plan 2013-14 DeLaura Middle School

Team Members - Claudia Shirley, Lisa Kratz, Cynthia Mitchell, Karla Skinner,

Jeff Skinner, Terry Schlichenmaier

Action Item/ Strategies Due Date Who Resources

Evidence of Impact

Establish 2013-14 CC team and send to the

2013 CCSI to gain deeper understanding and

knowledge of CCSS.

May 2013 2013-14

CC Team

DOE –

Summer

Institute

2013-14 CC Action Plan

Review Common Core State Standards with

the faculty of the “Whys, Whats, and

Hows,” to emphasize full implementation in

2014-15.

August

2013

Principal School Pre-planning agenda

Model and demonstrate CC Lessons/units of

study utilizing CC standards and objectives

supporting high yield strategies to

emphasize rigor and student engagement.

On going CC Team

PLT’s,

Teacher

Admin

School,

District

Pre-planning agenda

Faculty mtg,

agenda/minutes

SharePoint CC folder

Develop and implement through content area

PLT’s and utilize BEST lesson plan format

for 2 per semester (common) CC

Lessons/Units of Study that support 2 high

yield strategies (Thinking Maps, Summary

Writing, Complex Text, Problem solving),

identify Differentiated Instruction

strategies and exhibit common formative

assessments.

December

2013 and

April

2014

Teachers Early

release

days

CPALMS

BEST

Lesson

Format

KUD

PLT Common lesson

plans/units of study 2

per semester

BEST Lesson Plan

COI – CWT feedback

Units of study and

Lesson plans with CCSS

embedded

Schedule Professional Development sessions

based on student data and teacher input on

early release days, utilizing best practices in

Differentiated Instructions, reading –

Complex Text, Math- problem solving,

rubric analysis, summary writing, technology,

and student engagement to support the

implementation CCSS.

Early

Release

Dates for

PD

Professio

nal

Developm

ent

Council/

Teacher

Leaders

District

District

resource

teachers,

Teacher

Leaders

Feedback from teachers

PLT meeting discussion

minutes

Early Release Day PD

schedule and agenda

Monitor and review of CC Lessons/ units of

study in all content areas utilizing

established Look Fors and classroom

observation instrument to ensure timeline

implementation.

On going Administr

ation and

Teacher

Leaders

School Look For feedback

COI feedback, Lesson

plans

Appendix 2

Creating A High Performance Learning Culture – Action Plan 2013-2014 DeLaura Middle

Team Members - Claudia Shirley, Dr. Hewitt, Debbie Austin and Karla Skinner

Action Item Action

steps/strategies

Due Date Who Evidence of Impact

Establish a school Professional Development

Council to guide, promote, and implement exemplar

school practices that build collegiality and

increase student achievement.

Select PDC

Leader and ask

for volunteers

August

2013

Principal

designates

Teacher

leader

Pre-planning agenda –

Meeting of first PDC

PD plan for school

Provide time for Peer Mentor Coaches to present

information of the collaborative process to refine

Best practices in the classroom.

Follow Peer

Coaching Action

Plan

On going Peer Coaching

Team /

district

resources

Faculty Agendas

Early release PD days

Survey teachers to reflect on past practices,

current needs and professional development

interests and knowledge for the school year.

Personal Goal

sheet hand out

at pre-planning/

September

Survey

August

2013

Principal Tally professional

development and

survey results at end

of year

Establish common Look Fors and Asks Abouts

linked to the Exemplary Practices in the classroom

to support consistent and meaningful feedback

with colleagues and administrators.

Through PLT’s

engage in

discussion of

common Look

Fors- answer

questions on

Look Fors

August

2013

All teachers,

Administrators

Feedback from

Common Look Fors

and Asks Abouts, COI

Monitor implementation of CC standards,

Extended Thinking skills, Thinking Maps, SCAN,

rubric writing, academic vocabulary, utilizing

established CWT- Look Fors to gain collaborative

feedback and ensure continuous improvement with

Best professional practices.

Train Teacher

leader to Review

Look Fors with

team members

Set dates,

acquire funding

for coverage.

On going Administration

and Team

Leaders

Lesson plans/ Units

of study

Recorded Data on

CWT – Look Fors

Provide IPPAS rubric training for the entire

faculty to gain knowledge and deeper

understanding of IPPAS (PGP).

Establish

schedule for

trainings.

August-

February

District

Resource, PRT,

Peer Coaches

Teacher feedback on

trainings and or

school IPPAS data.

Schedule PD presentations on Common Core units

of study/Lesson study that are student centered

(Differentiated Instruction) and embedded with

Extended Thinking Strategies (Thinking Maps),

Summarizing, “consistent” across the curriculum

Note-taking skills and Vocabulary practices

(literacy skills) to model and demonstrate best

practices for teachers in all content areas.

Pre-planning

activities

PD early release

days

Faculty meetings

Team Leader

meetings

Ongoing Teacher

Leaders,

District

resource

teachers,

Literacy coach

Professional

Development school

calendar. In-service

report, Faculty

meeting exit slips

Lesson plans

Introduce to Team Leaders the instructional

review process to assess instructional Best

practices for continuous improvement.

Educate Team

Leaders

October /

November

2013

District SIP

office

Feedback from

Review Team

Appendix 3

Peer Coaching Action Plan 2013-14 DeLaura Middle School

Peer Coaches: L. Bruno, T. Conneely-Shuy and K. Skinner

Action Items Prioritization Due

Date

Resources/ Personnel Needed Presenters Method of

Evaluation

Present to Faculty

Peer Coach Overview

Pre-Planning

8/8/13

8/8/13 PowerPoint Presentation

Computer, Laptop, Projector, and

DocuCam

T. Shuy, L.

Bruno

PowerPoint

Presentation

Present to Faculty

Peer coach

Introduction

Administer Pre-

Assess Survey

Term 1

9/11/13

Term 1

9/11/13

Peer Coach survey, PowerPoint

Presentation Computer, Laptop,

Projector, DocuCam, and Pencils

T. Shuy,

L. Bruno

Essential

Question Peer

Coach Survey

Train Faculty in

analyzing Rubrics

Term 2

10/16/13

Term 2

10/16/13

Dimensions:

Similarities/Differences

Carousel Activity Teaching

Video/DOI/Debrief

Technology Needs

Handouts

T. Shuy,

L. Bruno,

K. Skinner

Classroom

Observatin

Instrument

Engage Faculty in

Peer Coaching

Practice

Term 3

2/12/14

Term 3

2/12/14

Scenarios, roll Play.

Coach/Teacher/Observer

Handouts

T. Shuy,

L. Bruno,

K. Skinner

Scenarios

Practice forms

E.Q. Peer

Coach Exit Slip

Engage Faculty in

Differentiated

Instruction

Term 4

4/03/14

Term 4

4/03/14

PowerPoint Presentation

Computer, Laptop, Projector,

DocuCam, Flow Sheet, and

Handouts

T. Shuy,

L. Bruno,

K. Skinner

E.Q. Exit Slip

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