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Brevard Public Schools School Improvement Plan

2018 -2019 Superintendent: Asst. Supt. of Leading and Learning:

Principal Supervisor: Name of School: Principal: SAC Chairperson:

School Grade History 2017-18: C 2016-17: C 2015-16: C

Mission Statement:

To ensure every student reaches his or her highest potential.

Vision Statement:

We work collaboratively as a community of learners to provide a safe, structured, and caring environment where all

students are engaged learners who believe they can achieve.

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

Turner’s School Improvement Plan is developed annually after data analysis and discussions for input are held with stakeholders, staff, and community partners over the summer and during preplanning. Information for SIP input is on our school website, Facebook page, and newsletters. During this time, select target areas for improvement are identified. Periodic reviews of the School Improvement Plan goals are held throughout the school year based on data collected from quarterly classroom walkthroughs. Vertical and horizontal teams meet with instructional coaches and administrators to disaggregate and analyze data to see if our strategies are meeting the needs of our students and the guiding principles are impacting student achievement. The School Improvement Plan is also reviewed during School Advisory Council (SAC) Meetings to gather parental and community feedback and direction. Information from the parent survey is also utilized to look for ways to improve our school. Turner’s finalized School Improvement Plan is shared with our families and community members through the school website, presented at our annual Title I Open House, and discussed at our monthly School Advisory Council meetings.

Dr. Carol Mela

Dr. Ashley Toll

John F. Turner Sr. Elementary School

Deanna Smith

Connections to District Strategic Plan Obj.L1. Protect instructional time Obj.L2 Support educator effectiveness and build capacity of teachers to improve student outcomes and close achievement gaps Obj.L4: Provide equitable support for every student’s social-emotional development Obj.L6. Build principal capacity to develop and spread highly effective instructional practices Obj.R3 Increase system-wide proactive communications

Dr. Mark Mullins K. Jane Cline

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Brevard Public Schools School Improvement Plan

2018-2019

Part 1: Planning for Student Achievement

RATIONALE – Continuous Improvement Cycle Process

Data Analysis from multiple data sources: Please consider the priority indicators selected from your school

BPIE and EDI Insight Survey results within the rationale of your SIP.

What are the areas of successful professional practices and what data shows evidence of improvements? What are the concerns with professional practices and what data shows evidence of opportunities for growth?

Practice Indicating Strength

Measure Rationale

Cultural Insight Survey

Indicator 17-18 16-17 15-16

My school is a good

place to teach and

learn

72% 58% 68%

School leaders

promote a safe and

productive

environment in my

school

78% 67% 73%

Teachers at my school

immediately address

student behavior in

shared spaces

74% 33% 42%

School leaders

provide me with the

resources and support

I need to maintain

high standards for

student behaviors in

my classroom.

74% 44% 51%

Overall Average 74% 44% 53%

Data from the Cultural Insight

Survey from the 2017-2018

school year reveals significant

increases in every area.

Practice Indicating

Opportunity for Growth

Measure

Rationale

Cultural

Insight Survey

Indicator 17-18 16-17 15-16 There are

consistent

consequences

for student

behavior

52% 23% 32%

Interactions 57% 40% 51%

Information from the Insight survey show areas that are

significantly below the district

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between

students and

adults at my

school are

respectful

averages.

Classroom Walkthrough

Data

Beginning of the Year- Classroom Observation Data

Primary Classrooms PK-2nd Lesson and tasks are planned around the Florida Standards.

Fully Implemented Developing Not Implemented

30% 60% 10%

Students are actively engaged in the lesson and on task. Teacher proactively manages the learning environment.

Fully Implemented Developing Not Implemented

20% 70% 10%

Intermediate Classrooms 3rd-6th Lesson and tasks are planned around the Florida Standards.

Fully Implemented Developing Not Implemented

40% 53% 7%

Students are actively engaged in the lesson and on task. Teacher proactively manages the learning environment.

Fully Implemented Developing Not Implemented

33% 67%

Beginning of the year classroom observation data reveal that teachers need

support in creating lessons and tasks that are aligned to

the standard.

Support is needed in classroom management and

engagement strategies to help students stay on task.

PBIS

Students with the # of Discipline Referrals

Grade Level 2015-2016 2016-2017 2017-

2018

K 28 9 24

1 203 58 63

2 81 44 47

3 35 59 47

4 32 60 113

5 26 47 29

6 73 107 64

Totals 478 384 387

The implementation of PBIS

at Turner has been successful

in lowering the discipline

referrals by 20% in the last 2

years of implementation.

However, there is still much

room for improvement in the

areas of school-wide

discipline.

BPIE Survey

BPIE Results

Domain Not Yet

Implemented

Partially

Beginning

Partially

Almost

Fully

Implemented

Leadership & Decision Making

4 6 7 0

Increased focus on the development of short and

long-term efforts to include and implement inclusion. Key personnel will be appointed

to oversee, monitor and coordinate inclusion for all

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Instruction and Student Achievement

0 5 4 0

students with disabilities. This shows a need for

collaborative planning with a deeper concentration on

students improving critical thinking.

What are the areas of successful student achievement and what data shows evidence of improvements?

What are the concerns with student achievement? Specify subgroups that represent concerns. Provide data to support concerns.

Practice Indicating Strength

Measure Rationale

LLI

Intervention Data from 2017-2018

Grade Beginning of Year % On Grade

Level

End of Year % On Grade

Level

Percentage Change

Kinder. 43% 36% -7%

1st 39% 47% +15%

2nd 41% 45% +4%

3rd 37% 47% +10%

4th 23% 42% +19%

5th 16% 9% -9%

6th 4% 24% +20%

Greater staff wide clarity

on foundational skills and

processes needed to

support reading

development impacted

overall 3-6 to maintain

student levels.

Core Instructional Practices

KI – Key Ideas and Details

CS – Craft and Structure

IKI – Integration of Knowledge and Ideas

LE – Language and Editing

TBW – Text Based Writing

FSA ELA Strand Data 2017

GR KI CS IKI LE TBW

3 24% 32% 7% 82% X

4 21% 40% 28% 49% 7%

5 40% 52% 19% 59% 6%

6 25% 25% 24% 63% 6%

FSA ELA Strand Data 2018

GR KI CS IKI LE TBW

3 53% 56% 50% 64% X

4 46% 54% 46% 62% 50%

5 53% 62% 50% 70% 50%

6 54% 56% 36% 75% 60%

FSA ELA Strand Data 2018 District Averages

Grade KI CS IKI LE TBW

3 60 63 50 73 N/A

4 54 62 46 69 50

5 53 69 58 70 50

6 54 63 45 83 60

An increased focus on

standards-alignment has

led to an increase in every

category except Language

and Editing.

Comparing scores to the

district averages, you can

see that there is still need

for improvement.

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Practice Indicating Opportunity for Growth

Measure Rationale

FCAT Science 2.0

L1 L2 L3 L4 L5 % L3

2016 41% 25% 24% 6% 4% 34%

2017 25% 32% 28% 6% 8% 42%

2018 26% 33% 28% 8% 5% 41%

Increased focus over the past few years on teaching science at all grade levels to improve overall science content knowledge. Science Saturdays were implemented with the Super Science Saturday team. Data shows that we have remained stagnant in science.

School Grade Formula

ELA

% L

evel

3 +

ELA

%

Lear

nin

g G

ain

s EL

A %

LG

Low

est

25

Mat

h %

Leve

l 3 +

Mat

h %

Lear

nin

g G

ain

s M

ath

% L

G

Low

est

25

Scie

nce

Tota

l Po

ints

2017-2018

48% 50% 43% 45% 50% 44% 41% 321/700 46%

District Average

60% 54% 43% 61% 57% 45% 61% 681/1100 62%

School grade data cells show that although we

made improvements from the 2016-2017 school year, we are still much lower than where we

need to be.

Write a 2-3 sentence summary explaining how the data above provides the rationale for your goals, barriers and action steps.

While student achievement increased in most areas from the previous school year, achievement in ELA is still

below the district and state averages. Teachers need professional development in lesson planning and

creating standards-aligned tasks that meet the depth and complexity of the standard.

Turner is in its 4th year of implementing PBIS. Although we have seen decreases in behavior referrals, there is

still a need to focus on school-wide behavior and expectations.

Describe how your school ensures standards-aligned instruction is occurring in ELA, math and content areas. Describe the processes in place to progress monitor instruction to ensure it is systematic, explicit and based on data. (Please limit to 250 words.)

Teachers are being trained and supported in both reading and math to make certain they truly understand how to address the standards in their teaching.

Faculty meetings are being limited to monthly so that teachers have additional time to plan instruction with their team and district resource teachers.

At grade level meetings, teachers are asked to bring student work samples to show how activities align to the standards. Teachers discuss what lessons and activities have gone well and what standards students are struggling with.

Turner’s Literacy Coach will be monitoring and providing feedback to all teachers K-6 to make sure that instruction reflects the standards.

We have biweekly data meetings to analyze assessment data to look for gaps in lesson and/or individual students who are falling behind.

Evidence based interventions are identified and implemented (tier 2). These interventions are tracked not only by teachers but by the leadership team as well. Intervention groups run through 6-week cycles and then are updated for the next 6-week cycle.

The school’s leadership team meets weekly to analyze school-wide data trends and identify strengths and weaknesses. This analysis will be shared with teachers during data meetings that occur every other week. Teachers

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

If the Turner faculty will implement high quality English Language Arts core instruction and intervention, then the number of students performing at proficiency will improve on the 2019 FSA ELA.

Strategies: Small number of action-oriented staff performance objectives.

Barrier Action Steps to Overcome Barrier

Person Responsible

Timetable In-Process Measure

Teachers need resources and training on high quality instruction and access to aligned curriculum.

1. Teachers will implement and receive feedback/coaching on the ELA non-negotiables established by the leadership team. 2. Teachers will focus on an integrated ELA block that focuses on vocabulary development and text-based writing. 3. Teachers will share data during individual data meetings and Kid Talk to focus on driving instruction based on the needs of the students. 4. Teachers will turn in ELA student tasks to leadership every 2-weeks for feedback on alignment to the standard. 5. Monthly professional development on standards-aligned lesson planning.

1. Leadership Team, Teachers 2. Leadership Team, Teachers 3. Leadership Team, Teachers 4. Leadership Team, Teachers 5. Literacy Coach

1. Ongoing cycle of observing, coaching, feedback at least one time per quarter. 2. Literacy coach will focus on classrooms where most ESE and ELL students are in grades 3-6 with a quarterly schedule 3. Profile sheets and student communication records updated each quarter. 4. Twice a month 5. Monthly

The In-Process Measures will be walkthrough data, coaches log, lesson plans to indicate high quality lessons and iREADY Data. These measures will be gathered and analyzed in October, January, March and May. The leadership team will be reviewing student tasks to look for standards-alignment, then provide feedback to the teachers. The Leadership team will provide school wide trends, grade level trends and individual teacher feedback following the walk throughs.

Teachers need to implement interventions with

1. Teachers will implement effective use of time during

1.Leadership Team, Teachers

1. Monthly observations

In Process Measure

and members of the leadership team will readdress the “look-fors” already in place and make any necessary changes. Walkthrough feedback is based on those look-fors as well as on the IPPAS dimensions.

Differentiation is expected in each classroom and is monitored through observations and walkthroughs.

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fidelity. STEPS intervention block using Leveled Literacy Intervention program to increase fidelity, and small group instruction focusing on reading abilities including comprehension. 2. Teachers will implement iREADY with fidelity. 3. Teachers will implement Steps to success: skill based utilizing PASI, PSI, Fluency and Vocabulary development. 4. Teachers will implement standards aligned interventions such as; iReady, Achieve the Core

2. Leadership Team, Teachers 3. Literacy Coach, Teachers 4. Literacy Coach, Teachers

2. Adhere to the monthly schedule for iREADY. 3 and 4. Student groups will be changing every 4-6 weeks based on student needs. The focus will be on the lowest 25% to switch to ensure smaller groups to fill skill deficits.

will be; iREADY data, LLI progress monitoring weekly tool and classroom walkthrough data

School Based Goal #2:

Turner faculty will establish and monitor a safe, orderly, and productive learning environment by developing positive relationships with all stakeholders in order to help them reach their social, emotional, and academic potential with consistency and fidelity.

Strategies: Small number of action-oriented staff performance objectives.

Barrier Action Steps to Overcome Barrier

Person Responsible

Timetable In-Process Measure

Lack of consistent expectations and consequences for student behavior.

1. Teachers will implement consistent school-wide expectations as a result of implementing strategies from training. 2. Regular meetings between leadership team, MTSS team, and classroom teachers regarding student behavior data, consequences and intervention plans.

Toll, Long, Gladden

Leadership Team, MTSS Team

August- Preplanning Training. Ongoing

Learning environment walkthrough data RtI: B Data- pulled monthly.

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3. Monthly student assemblies to remind students of behavioral expectations and encourage positive behavior. 4. Bi-Monthly school-wide student incentives such as activities, or rewards from the school PBIS store. 5. Hired Teacher on Assignment to help with discipline needs and conduct small group sessions on social and emotional learning.

Leadership Team, MTSS Team, PBIS Coach (Gladden) PBIS Coach, Gladden Gladden

Ongoing Ongoing Ongoing

RtI: B Data- pulled monthly Attendance data from reward assemblies. Referral Data

Lack of respectful interactions between students and staff.

1.Provide multiple trainings on relationship building, classroom management, and student engagement. 2. PBIS Coach will create a team of students to act as ambassadors to give leadership feedback on school improvement objectives.

Leadership Team PBIS Coach, Gladden

Early Release PD Schedules October

PD Schedule Feedback from students and action steps created to address the needs.

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 as a result of school improvement planning.

Goal 1: If the Turner faculty will implement high quality English Language Arts core instruction and intervention, then the number of students performing at proficiency will improve on the 2019 FSA ELA.

Qualitative: Walkthrough data will be collected quarterly monitoring the established learning environment in each classroom. After implementation of the SIP, there will be an increase in teachers showing classroom implementation of effective ELA strategies at the end of the year.

Quantitative: iREADY data will show an increase of 15% in Tier I students and a decrease of 20% of Tier 3 students. LLI base levels using the benchmark screening inventory will show that 60% of the school will be on grade level by the end of the school year. The 2019 FSA ELA assessments will show an increase from 48% to 55% for level 3’s and above.

Goal 2: Turner faculty will establish and monitor a safe, orderly, and productive learning environment by developing positive relationships with all stakeholders in order to help them reach their social, emotional, and academic potential

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with consistency and fidelity.

Qualitative Walkthrough data will be collected quarterly monitoring the established learning environment in each

classroom. By the end of the school year, we will see an increase in teachers effectively implementing the PBIS

program with fidelity.

Quantitative: There will be a decrease in the number of referrals showing schoolwide PBS buy in by at least 10% overall. EDI Survey results will increase to 60% in the area of learning environment- there are consistent expectations and consequences for student behavior.

ELA

% L

evel

3 +

ELA

%

Lear

nin

g

Gai

ns

ELA

% L

G

Low

est

25

Mat

h %

Leve

l 3 +

Mat

h %

Lear

nin

g

Gai

ns

Mat

h %

LG

Lo

wes

t 2

5

Scie

nce

Tota

l Po

ints

2017-2018

48% 50% 43% 45% 50% 44% 41% 321/700 46%

Goals- 2019

60% 54% 43% 61% 57% 45% 61% 381/700 54%

Qualitative and Quantitative Student Achievement Outcomes:

Goal 1: If the Turner faculty will implement high quality English Language Arts core instruction and intervention, then the number of students performing at proficiency will improve on the 2019 FSA ELA.

Qualitative: Walkthrough data will be collected quarterly monitoring the established learning environment in each classroom. During classroom walkthroughs we will see more students engaged in text-based writing and tasks that are aligned to the grade level standard.

Quantitative: Our goal is to increase the percent of students scoring at proficiency as evidenced by improved

performance on ELA FSA. As of Spring 2018 Reading (48%) of students performed at or above satisfactory (Level 3 or higher) on the FSA. Another goal is for 55% of students to make learning gains in ELA on the FSA assessment. This would be an increase of 5%. Turner’s goal is to increase points in our school grade cell so that we may become a B

school (380 points).

ELA

% L

evel

3 +

ELA

%

Lear

nin

g

Gai

ns

ELA

% L

G

Low

est

25

Mat

h %

Leve

l 3 +

Mat

h %

Lear

nin

g

Gai

ns

Mat

h %

LG

Lo

wes

t 2

5

Scie

nce

Tota

l Po

ints

2017-2018

48% 50% 43% 45% 50% 44% 41% 321/700 46%

Goals- 2019

58% 55% 53% 54% 55% 54% 51% 381/700 54%

Goal 2: Turner faculty will establish and monitor a safe, orderly, and productive learning environment by developing positive relationships with all stakeholders in order to help them reach their social, emotional, and academic potential with consistency and fidelity.

Qualitative Walkthrough data will be collected quarterly monitoring the established learning environment in each classroom. By the end of the school year, we will see students showing respect to teachers and responding positively to expectations. We will also see more students in attendance at our PBIS celebrations.

Quantitative: There will be a decrease in the number of referrals showing schoolwide PBS buy in by at least 10% overall. EDI Survey results will increase to 60% in the area of learning environment- there are consistent expectations

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and consequences for student behavior.

Part 2: Support Systems for Student Achievement

(Federal, State, and District Mandates)

MTSS & EARLY WARNING SYSTEMS Please complete 1 – 4.

1. Describe your school’s data-based problem-solving process and school-based structures in place to address MTSS implementation.

The MTSS team consists of administrators, literacy coach, guidance counselor, SLP, ESE Resources teachers,

school psychologist, ESE support specialist and teachers who specialize in content areas. Our team trains

teachers in the process and procedures. Tier 1 instruction is the general grade-level instruction that all

students receive in their classrooms. When students are struggling to meet grade level expectations, they

are assessed to determine their academic needs in order receive Tier 2 intervention support. Our school has

designated time in the daily schedule called Steps to Success where teachers group students with similar skill

deficits and provide Tier 2 supplemental instruction to help fill gaps in learning and to help students become

successful with their grade level content. Data meetings are held every Thursday where the team looks at

Tier 2 student data and discusses instructional strategies and individual student needs. Every Tuesday our

IPST team meets to review Tier 2 student data and determine if additional support is needed. If needed, the

team will design a Tier 3 intervention for students who are not successful in Tier 2 and need additional

intensive intervention. This individual problem-solving process will continue until all student needs are met.

Parents are invited to attend this meeting.

2. List below who monitors the Early Warning System and how often.

Melissa Long, Assistant Principal

Reports are pulled monthly through Performance Matters and Unify. 3. This section captures a snapshot of the total number of students exhibiting a respective indicator or set of

indicators during the 2017-18 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 2018-19:

Fill in BLANKS with data from 2017-18 School Year - Number of Students

Grade Level K 1 2 3 4 5 6 Total

Attendance <90 43 31 53 56 46 44 34 307 1 or more ISS or OSS 2 3 4 4 7 4 10 34 Level 1 in ELA or Math

18 23 34 26 101

Substantial Reading Deficiency

18 30 41 89

2 or more indicators

2 3 3 11 16 23 18 76

4. 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).

Parent conferences are scheduled for students identified by the early warning system.

Schoolwide intervention for all identified students in grades K-6 in ELA.

ASP funds are allocated for grades 3-6 to support students in the lowest 25%.

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Monthly monitoring system of attendance, tardies and early check outs.

Daily morning meetings to discuss character education, ROAR expectations to support on target behaviors.

Social emotional groups with guidance counselor

Check In/Out with students as a Tier II behavior intervention

Schedules are created so that all personnel are supporting grade levels during intervention blocks.

PARENT AND FAMILY ENGAGEMENT: (Parent Survey Data must be referenced) Title I Schools may use the Parent and Family Engagement Plan to meet the requirements of this section.

Consider the level of family and community involvement at your school and parent survey data collected. Respond to the following questions. What are best practices that are strengths and how will they be sustained? What are areas of weaknesses and how are they being addressed? Based on the Parent Survey data: Item Percent Responded Positively Turner Values Parent Input 82% Parents participate in decision making and academic achievement level 34% Turner creates a welcoming environment for families 90%

Parent Survey Item Percentage that responded

positively

Turner values parent input 85%

School leaders foster an

environment in which staff,

parents and community work

together to improve student

achievement.

66%

The school creates a welcoming

environment.

80%

Turner keeps parents informed

about information and events.

82%

Turner Elementary hosts multiple family events throughout the school year. We do have little participation on

academic based events. After each event we problem solve how to increase participation. We have implemented

options such as; dinner or child care provided, family fun activities, different times and different days. Based on the

parent survey comments an area for improvement is in the area of better communication between teacher and

parent. We plan to increase communication through providing instructional coverage if teachers need that time to

make phone calls, discuss parent communication throughout our trainings, discuss parent communication in data

meetings and promote open communication with all. Turner Elementary offers quarterly awards programs, monthly

student recognition programs, and volunteer opportunities. At the end of each event, we review parent written

feedback to use to plan future events that reflect their opinions. Looking at the parent survey an area of improvement

is to focus on ways to include parents in decision making. We have included decision making during our School

Advisory Council meetings and throughout feedback sessions. Turner Elementary hosts 2 Kindergarten Orientation

sessions for parents to walk through the school and learn about the expectations of a Kindergarten student, plus ways

to help them at home. We invite parents by placing fliers in local daycares, sending home information with our VPK

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and EELP students, plus adding information to the marquee and newsletter. Turner Elementary works collaboratively

with the district resource ESOL teacher to continuously address the needs of English Language Learners (ELL) and

families. Turner’s guidance counselor and Title 1 coordinator work with Promise of Brevard and Community of Hope

to assist families in transition or homeless.

STUDENT TRANSITION AND READINESS 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. (e.g. incoming kindergartners, outgoing 6th graders) Turner Elementary holds yearly meetings to transition VPK students into Turner. Contact is made with local daycares and VPK programs throughout the community. Turner hosts multiple times for our transition meeting where we assist parents in completing paperwork, touring the school and discussing the transition with strategies to help families. Turner Elementary invites Southwest Middle School and Stone Magnet Middle School to present to sixth grade classes. At these presentation, staff and students from the middle schools showcase the programs they offer. Southwest Middle School Deans and Guidance Staff along with students, present information about clubs, schedules, courses and expectations for student conduct.